cdscode|lea|priorityId|narrative3|narrative2|narrative1|buildingRelationship|environmentRelationship|staffSupportRelationship|opportunityRelationship|professionalLearningPartnership|resourcePartnership|implementationPartnership|legalRightsPartnership|effectiveEngagementGroupDecision|effectiveEngagementDecision|strategyDecision|familyEngagementDecision|meetingDate|performance|year 01100170000000|Alameda County Office of Education|3|The Alameda County Office of Education's (ACOE) Court and Community schools has established structures that support teachers, specialized instructional support personnel, principals, and other staff to work with parents as equal partners to implement, coordinate parent programs, and build ties between parents and the school. These efforts increased during the COVID -19 crisis and the need to engage underrepresented families was a high priority to ensure students stayed in school in the distance learning environment. The Community and Court Schools’ School Site Council meetings during the school year, although conducted virtually, provided an opportunity for parents and families to be involved in decision making for our LEA by encouraging community participation and input. These meetings are opportunities for parents to be members and contribute to the development and annual updates to the Single Plan for Student Achievement, the Local Control and Accountability Plan (LCAP), as well as English Learner progress for students; in additional to special education and 504 meetings where families act as co-creators in meeting the needs of their student. All sites developed a family engagement plan, focused on engaging the families of unduplicated and high-need students. These plans incorporated responses from our annual family and student surveys which were designed to assess and improve school connectedness and satisfaction. The Alameda County Office of Education Schools' parent and family engagement policy is available at sites in the student enrollment packet. There are also a number of site engagements such as literacy events, Back to School, parent conferences, SSC, DELAC, and LCAP reviews; for parents to participate, share information, as well as for our LEA to gather stakeholder feedback. All information related to school and parent programs, meetings, and other activities are available to parents in multiple languages, as well as on our website. The Alameda County Office of Education schools have worked to ensure there are multiple opportunities for parent engagement including a combination of district-wide, school, and small group meetings and sessions complemented by tools and materials to facilitate participation, share information, and gather feedback in an effort to implement and coordinate parent programs, and cultivate relationships between the school and parents. We also increased our outreach for families to complete surveys throughout the year on their input on instructional needs, technology access, grant plans, as we employed both digital, paper, and even phone calls homes to reach our families.|Virtual School Site Council (SSC) meetings for both Court and Community allowed for underrepresented families, along with other educational stakeholders including our bargaining, union members, teachers and other staff opportunities to review state and/or local data and obtain feedback during the 2020-21 school year. SSC meetings provided ongoing English Learner focus during the DELAC section such as parent resources, staff professional learning opportunities, current data on EL population, reclassification status of students, and state assessments. In addition, participants provided input in the crafting of our school safety plans, parent-family compact agreement, Site Plan for Student Achievement (SPSA) -use of Title I funding, the Comprehensive School Improvement (CSI) efforts for our College and Career Indicator, as well as determining the contents of the Parent-Student handbook at Community Schools. Court Schools included ongoing discussions on how to improve parent participation in engagement opportunities as well as how to better connect to probation offerings aimed at that effort. We offered a number of opportunities for families to provide input on distance learning, our Expanded Learning Opportunities Grant, our new Local Control and Accountability plan through both virtual meetings and survey available on the ACOE website.|The COVID-19 crisis required a revision our methods for communication with families and ongoing outreach. While there were no formal Back to School Nights for schools during the 2020-21 school year, there was a significant increase in communication with parents/guardians through a variety of ways, such as: phone calls, text messages, virtual meetings using Zoom calls/conferences, correspondence via email and/or mail, and google form surveys to engage education stakeholders as well as ways to reach out to pupils and their parents or guardians when pupils were not meeting compulsory education requirements or engaging in instruction. The virtual format for IEP meetings was very successful for families in both Court and Community schools. Both a Fall and Winter Reopening Survey were provided to staff, students and families to garner input on the current distance learning program (successes/needs), technology, and options if reopening for schools were to occur. While our Fall Reopening survey gathered high rates of participation, we did not see as much success with the Winter survey. Overall, families, instructional staff, and students found technology issues to be the largest barrier to distance learning and looked forward to the return of safe in person instruction, even in the form of cohort grouping if at all possible. Sites are considering how virtual Open Houses in the Spring of 2021 could be conducted, as there was success with parent and other stakeholder attendance during the Winter Community School site virtual senior projects.|4|5|5|4|4|4|3|4|5|5|5|5|2021-09-14||2021 01100170123968|Community School for Creative Education|3|CSCE is fortunate to be staffed by a slate of experienced teachers whose tutelage of their colleages is critical in deepening and extending our novel model and work. In the school’s commitment to distributive leadership, the Executive Director and Depiuty Director are supported in the administraitve work through three deans, a dean of instruction, a dean of school culture and a dean of school services. The committment is that each teacher has a coach and that teacher coaches themselves receive coaching through Waldorf and standards-aligned experienced educators. In the decison making, the leadership team is comprised of teacher coaches and admin. Through the resumption of the CSCE Parents Families in Action after COVID, parents and families have a structued venue for input. Finally ELAC is a powerful vehicle.|CSCE is the first in the country to braid the Waldorf model with other scientifically tested practices to advance equity. In this focus, it uses the ElEducation and Eureka Math and FOSS Kits in Science to ensure all curricula are standards-aligned, while building from Waldorf to ensure it is engaging of the whole child and developmentally appropriate, to so serve all students, also those traditionally underserved. Students across the grades joined by teachers staff and families use main lesson block parties each Trimester as well as daily, weekly and unit-based reflection opportuniteis to plan, track and reflect on their standard-aligned work throughout the day, trimester and year. Our evidence of impact includes that among the most marginalized groups including African American students, emergent bilingual learners and students with IEP’s CSCE has outperformed the district and like schools for five years . That said, CSCE shows evidence of opportunity gaps and continues to work to narrow and ultimately close through our cycles of inquiry among teachers and coaches and among admin and coaches and teachers and staff, through steady tracking against standards, setting goals, actions, time for data collection, review and next steps. We work with Zaretta Hammond’s work - Culturally Responsive Teaching and the Brain (2016), and her direct input as she helped CSCE design and write its charter and first charter renewal - on building learning partnerships with our students - and their families - and support students in engaging in productive struggle as loving demanders. We work over the last year with Educate78 support and this year independently with Instruction Partners to strengthen these critical practices..|Since CSCE design and launch 2008-2011, CSCE has been focused on parents as partners and in this role as co-leaders in founding and deepening of our work. To bolster the systems and structures and practices adapted and adopted from Faith in Action, we with our parents/guardians harness the CORE Climate and Culture Survey to families and guardians three times per year. These powerful survey data help us gather important information to improve practices and strengthen our community, and build parent and thereby student leadership. We also use this survey every year because it offers actionable detailed, helping us together with our families (and staff and upper grade students) look at the data to together decide how to respond to continually improve.|5|5|5|5|4|4|4|4|5|5|5|5|2021-10-15||2021 01100170124172|Yu Ming Charter|3|In order to promote and elicit parent input in decision-making, Yu Ming Charter School will host and facilitate ELAC, Family Support Organization (FSO) Council, and Family Support Organization meetings during the school year with annual elections (for ELAC) to include EL and non-EL parents. Parents can also serve on the governing board. During the school year ELAC, the FSO Council, Family Support Organization, and Equity Design Team will provide input/feedback on the LCAP Actions/services and monitor annual measurable outcomes. This is an opportunity for parents and community members to provide input on student programs. In order to engage all families, including those not on advisory committees, Yu Ming Charter School will administer the CORE family survey data twice per year and analyze data by special populations. Yu Ming will improve efforts to seek feedback by engaging the multi-stakeholder Equity design team through a regular cycle of gathering data from 1:1s stakeholder interviews to better serve underrepresented families.|Yu Ming Families recently completed the CORE family survey in which 96% Agree or strongly agree the school provides high-quality instruction to their child this includes 100% of Black and Latinx families. Families named teachers as “the one best thing” about Yu Ming in their narrative feedback. Overall families feel supported and informed by the school. Yu Ming provides multiple opportunities for families to partner with teachers. The following strategies have been implemented: - Fall Parent-Teacher Conferences, Spring Student-Led Conferences - Embracing Equity work, building antiracist competencies amongst staff - Partnership with Diverse Charter Schools Coalition, Leadership Team participation in Trauma-Informed Practices Community of Practice - Board committees with parent members (Finance, Facilities, Education Committee) Yu Ming will continue to deepen professional learning and practices to build a diverse, equitable, and inclusive learning community and deepen staff's ability to support underserved students and families.|Yu Ming Families recently completed the CORE family survey in which 96% agree or strongly agree they feel a sense of belonging at our school, 98% indicated they feel the staff is respectful and helpful, 96% feel welcome to participate at the school, 100% of Black and Latinx families feel their child’s background is valued at this school. Yu Ming has implemented the following strategies to build relationships with families: - Affinity Groups - Cultural Celebrations and Actions - Preschool Early Learning Kits to Underserved Communities - Parentsquare communications and weekly newsletters, Surveys, Coffees (“Cha and Chat”) with school leadership, ELAC Committee - Translation and interpretation of written and verbal communications In order to continue to improve our staff’s ability to learn about families’ strengths, cultures, languages, and goals for their children, Yu Ming Charter School will design and pilot a beginning of the school year home visit protocol to improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 01100170125567|Urban Montessori Charter|3|UMCS uses Panorama to administer the CORE Climate and Culture survey to families and guardians multiple times per year in order to seek input and promote community participation. We make the survey available online and provide chromebooks for family use at our school sites. We monitor the number and backgrounds of community members who participate in these surveys. The survey seeks input about academic programs, school community, and administrative functions. Related to decision-making, 97% of respondents felt that UMCS has a climate of support for academic learning. Related to promoting family participation, 99% of respondents report that our school creates a sense of belonging for students and community members. It was also used to identify the school’s strengths and gather important suggestions for improvements. Survey results show that families experience the strength of the school through the faculty and staff. We use this survey every year because it gives actionable, detailed data, and as a small school it helps us be responsive to community needs as quickly as we can. In our LCAP, the survey most closely connects to our work in Goal #4 supporting and empowering families as we work together to build a strong anti-racist, engaged, and collaborative school community, which includes families having multiple ways of receiving help when needed so they can further support student learning at home. This survey also has student and staff components|This past year we streamlined communications with families by implementing regular weekly whole school messages, as well as teacher, operations, and admin office hours. Our out-going family communication platform Konstella translates into several languages and gives parents the ability to connect with both staff and one another. This system is sunsetting with the end of the 2020-2021 school year and we will transition to a newer, integrated system. Current strengths progress includes sustained parent-teacher conferences that happen multiple times each school year. With the transition to the new communications platform, we will have work to do training staff and families to ensure that families who are too often underrepresented in school engagements are equitably supported to fully engage as they wish.|During distance-only instruction we focused on improving school staff's ability to partner with families from all different backgrounds. We continued professional development for our whole staff before school began to focus on the foundations of implicit bias and decentering whiteness. This work included collaborating with each other to develop systems and strategies for partnering with families in meaningful ways. We made great progress ensuring students and families had access to food, devices & internet, and other social services. Families indicated through survey data that they wanted more parent education about Montessori and more in-person communication with leadership. Based on this information we are offering regular parent nights with specific topics of focus. Our administration also now hosts regular informal office hours, to connect with members of the community. One focus area for improvement in 2021-2022 is successfully transitioning to a new, single School-to-Home communications platform, and to create common expectations for classroom teacher use across the entire school.|3|3|4|4|3|4|4|4|4|3|3|3|2021-06-24||2021 01100170136101|Connecting Waters Charter - East Bay|3|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Connecting Waters, East Bay is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.|Connecting Waters, East Bay is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions. The response chosen is the outcome with the highest marks.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 01100170136226|Opportunity Academy|3|Each of the school site has an enrollment team consisting of a teacher, para, and community partner. The school leverages their community partnerships to hold community events. Teachers meet with parents to discuss student process and attendance in the program. All parents of students who receive special education services receive copies of their parental rights. Moreover, all parents have access to the student handbook, sign up for text message alerts, and receive general announcements. The school sends out quarterly newsletters, use the REMIND application to send out text messages, and also sends out emails to all families. The school also holds monthly community engagement meetings. The school now has a person who is able to translate documents into Spanish and also make phone calls in Spanish. The school will improve engagement with underrepresented families by holding community events that are specifically designed to recruit the specific population. Due to COVID the school was unable to implement an advisory board. However, AOA did create quarterly meeting with their community partners to evaluate the effectiveness of the program and how the school is engaging the students primarily underrepresented families.|There are a number of ways that AOA communicates with the families and students of the school through the use of the application REMIND to send text messages and emails to students and families; communication logs that are used by each teacher every time they communicate with families; mail merge that allows the site to send out general announcements; monthly community meetings called Coffee with the Principal; community events including graduation; and end of the semester meeting with any family of students under 18. AOA has identified the need to add services that best support the special education population. AOA has a newly hired special education teacher to make sure that all annual and triennial IEPs are updated. As well during COVID, the school determined the need to build out better support services for English learners with specialized tutoring supports to help improve overall skill in all content areas.|Each of the school site has an enrollment team consisting of a teacher, para, and community partner. The school leverages their community partnerships to hold community events. Teachers meet with parents to discuss student process and attendance in the program. All parents of students who receive special education services receive copies of their parental rights. Moreover, all parents have access to the student handbook, sign up for text message alerts, and receive general announcements. The school sends out quarterly newsletters, use the REMIND application to send out text messages, and also sends out emails to all families. The school also holds monthly community engagement meetings. The school now has a person who is able to translate documents into Spanish and also make phone calls in Spanish. The school will improve engagement with underrepresented families by holding community events that are specifically designed to recruit the specific population.|4|5|5|4|4|2|3|4|4|4|4|4|2021-09-14||2021 01100170138867|Hayward Collegiate Charter|3|Right now we have an English Language Learner Advisory Committee where we are able to review key details and decision-making strategies for the school. We also have a parent advisory Committee that helps us with that.|At Hayward Collegiate, we believe empowering our families to know what to look for and how to advocate for themselves and their children is paramount. We have one-on-one checks-ins with parents and teachers every other month where parents are shown how their child is doing and how they can improve with activities at home. Teachers lead monthly coffee with the teacher to also emphasize that.|At Hayward Collegiate we are proud of the deep roots we have established with families and community stakeholders. Right now, we ensure to have one event each month that ties parents, teachers, and administration together. For example, we have monthly coffees with the teacher where parents and teachers can come together to discuss what is happening in the school. We are working on creating in-person activities now that we will be opening fully in-person.|5|5|4|5|5|5|5|5|5|5|5|5|2021-06-09||2021 01100176001788|Cox Academy|3|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.|Our school facilitates a Family Leadership Council, a structure that is designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings. To monitor its efforts, our school administers the School Climate Assessment Instrument (SCAI) on an annual basis. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey is administered to all families. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year. Data are also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency.|4|4|3|4|4|4|4|3|4|4|5|3|2021-10-28||2021 01100176002000|Lazear Charter Academy|3|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.|Our school facilitates a Family Leadership Council, a structure that is designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings. To monitor its efforts, our school administers the School Climate Assessment Instrument (SCAI) on an annual basis. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey is administered to all families. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year. Data are also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency.|4|4|4|4|4|4|4|3|4|4|5|3|2021-10-28||2021 01611190000000|Alameda Unified|3|"AUSD has several opportunities for family decision making opportunities from PTAC, SSC, DELAC, to Equity and inclusion groups that represent several affinity spaces including our LGBTQ, Special Education, Asian Pacific Islander, Latino, Jewish, round tables and newly formed African American and BIPOC ""Alameda Mosaic"" community advisory committee."|Our efforts this year include supporting the launch of the very first African American, Multiethnic family community advisory committee to address the needs of our under represented communities. Our efforts also include working with five of our schools to create Dual Capacity development where both teachers and parents, along with administration work on common academic goals to support student achievement. Our focal area of improvement this year is to strengthen community/family relationships that have been historically underrepresented.|We are continuing to make progress with efforts to increase family engagement and capacity development through School Smarts (CAPTA Partnership) and Middle School Parent University (partnership with UC Berkeley) as well as through FASTalk, a texting app that aligns with Common Core Standards. This year we are building Dual Capacity (parent-teacher partnerships focused on academic achievement) development for five school sites. We are also launching a Family Leadership Summit for the first time to build school site parent leader capacity to create more safe and inclusive schools in our school district.|1|1|1|1|3|3|3|2|3|3|3|2|2021-06-22||2021 01611190119222|Nea Community Learning Center|3|STRENGTHS: Nea uses a survey twice a year to gain a variety of feedback from parents in a quick and convenient way. In addition, we are able to tailor the questions to directly relate to our WASC findings and LCAP goals so that we can have a compressive look at our program and adjustments we may need to make. Based on the most recent results from our survey, we established several expected annual measurable outcomes within our LCAP and WASC self-study. Additionally, we have used interim surveys to seek family needs while making programming decisions as we reopened school. One of the key driving focuses for the revised survey that the 2020-21 committee worked on was increasing family engagement (the other was equity and inclusion). Results show that 100% of parents know how to access facilitators and check learners' grades. 90% of parents were aware of opportunities to sit on the Governing Board at the site level. Overall rating of school culture from parents was 66.04% excellent, and 25.47% acceptable. This data shows that more efforts need to be made to make sure all families and learners feel represented and part of the school community. PROGRESS: Many learners responded to survey questions about struggles with anxiety and depression onset during COVID and feeling socially isolated. In order to support K-12 social development post COVID, our K-5 curriculum committee recommended the adoption of ToolBox for our K-5 learners. Our Upper Village teams have been adjusting our weekly Learning to Learn (L2L) advisory presentations including topics to open conversation about mental health well-being to support our older learners. As we've moved back into the building this year, we are slowly able to re-institute CCC (weekly coming together of the school in cross-grade configuration to share announcements, do team-building, play games), campus clubs, field trips, and evening events like movie nights. We know that we have work to do in reconnecting all of our community to each other and to school, and are working diligently to provide these opportunities. FOCUS AREA FOR IMPROVEMENT: Last year was a challenging year to get input from our community at large. The physical separation from school for all of our community members created a real barrier to seeking and giving input on the way the school was run. As we move forward, we will work to re-engage our learners and their families by re-establishing traditions like CCC, Learner Led Conferences, Con Con Day, Judicial Committee, and a host of other things that give opportunities for input on how we make decisions at Nea|STRENGTHS: Nea provides a number of opportunities for staff to partner with families in support of learners. From a full-time counselor and a new half-time College Counselor to our grading and communication system (Powerschool) and response to emails within 48 hours, we are a school that partners with our parents on learner's behalf. Our Lower Village, (K-5) has parent/teacher conferences in the Fall and Learner Led Conferences (LLC’s) in the Spring. Our Upper Village (6-12) has LLCs twice a year. Learners create and lead their peers and families in presentations around their learning and takeaways from their learning throughout the year. We have Office Hours built into our teacher contracts twice each week for parents and learners to access staff. The administrative team also hosts monthly morning coffee, now via Zoom, which has high parent turnout. We have regular LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support learner success. PROGRESS: By adding Zoom meetings as an option for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours, Morning Coffee, PTSA, Info Nights, Governing Board Meetings), we have made our administration, staff, and parent association more accessible to all. We also worked to provide wi-fi hotspots and Chromebooks to all families who need these at home to continue engagement in school from home. FOCUS AREA FOR IMPROVEMENT: Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. The role of Family & Learner Liaison is crucial so that we have a dedicated staff member conducting and overseeing outreach to our most marginalized and disconnected families. Additionally, we have added the role of Student Service Coordinator who will work in tandem with the Family Learner Liaison to help support families with chronic absences. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meetings for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well.|"STRENGTHS: Nea school provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with Nea families. From formal structures like twice-yearly culture surveys and Back to School Night to informal opportunities through twice/week office hours with staff, our staff is accessible to our families in person or via Zoom, and uses Powerschool, our parent messaging platform, consistently, to engage with families. In addition to daily participation from parents, the school has a number of active committees and a governing board. Committees are composed of the Lead Facilitator, Department Leads, Facilitators, Support Staff, Parents and Learners. Committee meetings relate to finance, curriculum and standards, program evaluation, LCAP, WASC, and personnel. The Lead Facilitator meets regularly with these teams to guide them through analyzing data, determining professional development needs, providing learner support structures, and addressing other curricular issues. Annually, the progress on the school-wide action plan is evaluated and modified for the upcoming school year. Further, the Lead Facilitator prepares progress reports to both the Nea Governing Board and CLCS Board of Directors for review and approval. PROGRESS: As a school, we have made progress in our Equity Committee in really identifying ways to engage our most under-represented families. This last year, staff from both sites (Nea and ACLC are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing on the PBL (Project Based Learning) elements of ""Voice and Choice"" in our PD this year as a result. Since the onset of Covid, we've also hired a Family and Learner Liaison - whose role it is to look at attendance daily and reach out to families to offer support. From transit passes to Chromebooks to wifi hotspots to homework drop-offs, this role has greatly served to engage our unduplicated learners and families. FOCUS AREA FOR IMPROVEMENT: Our data mirrors state data and shows that our most under-represented families are often minorities and families from lower-income backgrounds. Through our new Family and Learner Liaison, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year."|5|5|5|4|5|5|5|5|5|5|5|5|2021-05-19||2021 01611190122085|The Academy of Alameda|3|We have engaged families informally in the advisory and decision-making process through focus groups, our Family Alliance, and a family survey conducted in partnership with Friday (a consulting group). During the 2018-2019 school year, we convened focus groups to support the development of our strategic plan. During the 2019-2020 and 2020-2021 school years we conducted multiple surveys and held frequent Town Hall meetings related to COVID-19, Distance Learning, and school re-opening. A focus area for improvement for us is to find a more formal way for families to engage in the decision-making process through a site council or more frequent focus groups. The feedback survey we conducted is robust, research-based, and includes companion surveys for both students and staff. The survey not only provides feedback on parent/guardian decision making and participation in programs, but it also gives the school metrics on school climate and culture.|Our teachers actively communicate with families using email and phone and we frequently invite families in for proactive circles to help support students or for more formal Student Support Team meetings. We provide translation services for family meetings and phone calls when necessary. We offer multiple parent-education opportunities in the evenings to help provide information about student learning and development and to promote a strong partnership between families and the school. This fall we are offering a series for parents/guardians and students through Classroom Matters. This series focuses on helping students build successful habits and mindsets for school. We are planning to offer future sessions on mental health awareness, youth and technology, and drug awareness, amongst other topics. An area of improvement for us is providing more opportunities for families and students to discuss academic progress. While our teachers make themselves available for phone calls and meetings, we do not have formal conferences. This is an area of exploration for us.|We have a strong foundation of building relationships with families through annual community events, monthly parent education opportunities, our Fall Back to School Night, our Spring Open House, and through accessibility for parent-teacher-student meetings. We use ParentSquare, which has translation tools, to communicate with families. We send weekly newsletters along with updates and reminders through ParentSquare. We hold monthly parent/guardian education nights, including guest speakers on issues from supporting students with executive functioning to education about drug and alcohol use. We are currently working on rebuilding our Parent Teacher Association to include more opportunities for parent/guardian involvement and volunteering. We are also working to strengthen our relationships with families of our emerging Bilingual students by finding opportunities to gather input from those families and partner with members of those communities.|3|4|3|4|3|4|2|3|2|2|3|3|2021-09-30||2021 01611190130609|Alameda Community Learning Center|3|"STRENGTHS: ACLC surveys both its learners and families twice each year. These surveys were created and are continuously revised by the standing School Culture Committee. The learner survey focuses on a variety of issues that affect their experience at the school and with the school online. The family survey focuses on communication with the school and the ability to work with the school to support the learner. This past year, given that we spent the bulk of the year in Distance Learning mode due to Covid, we changed our survey to accommodate this different mode of learning and being. For the past few administrations and for both survey groups, the school received very high feedback on the portions that concerned digital communication and grade reporting. Families and learners alike clearly appreciate being able to contact their facilitators easily and being able to accurately and quickly access their progress in classes. Families cited specifically the access to learner work during the end of the 2019-20 and for all of the 2020-21 year via our ""Distance Learning"" web page which contained Zoom links to office hours and class as well as links to all relevant work for learners to complete at home. 93.4% of our families responded that they strongly agree or agree that ACLC supports their individual academic needs, and 80.4% said they strongly agree or agree that ACLC supported their social development last year. Most answers for other questions and subgroups fell into the second highest category, marking a good rating. Questions concerning a wide range of topics including programs, instructional and professional practices, and assessment all received favorable, if not the highest, responses from the community. PROGRESS: In addition to these surveys, our democratic model is based on collaborative decision-making; from our new logo to our annual Constitution Convention where we examine our learner-created school rules to learner and staff representation on the school boards to our leadership class that accepts proposals for changes to school policy and rules, we are a school where everyone is heard and multi FOCUS AREA FOR IMPROVEMENT: Last year was a challenging year to get input from our community at large. The physical separation from school for all of our community members created a real barrier to seeking and giving input on the way the school was run. As we move forward, we will work to re-engage our learners and their families by re-establishing traditions like CCC, Learner Led Conferences, Con Con Day, Judicial Committee, and a host of other things that gave opportunities for input on how we make decisions at ACLC. Overall, the school receives favorable results in almost all areas, and families and learners alike enjoy the ACLC experience in almost all facets."|"STRENGTHS: Our school provides a number of opportunities for staff to partner with families in support of students. From a full-time counselor and a new half time College Counselor to our ""live update"" grading and communication system - Jupiter, we are a school that partners with our parents for student behalf. Twice a year we have LLCs (Learner Led Conferences), where learners create and lead their peers and families in presentations around their learning and takeways from each semester. We have Office Hours built into our teacher contracts twice each week for parents and students to access staff, and since Distance Learning, we are now offering these opportunities via Zoom and in person for students and families alike by posting Office Hours and links on our school website and sharing them repeatedly in the principal's weekly email update. The administrative team also hosts office hours and is available each week. We have weekly LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support student success, and we share regular monthly opportunities for families and learners to participate in school events. PROGRESS: By adding Zoom meetings as an option for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours), we have made our staff more accessible to parents and families. We also worked to provide wi-fi hotspots and Chromebooks to all families who needed one as part of our Distance Learning year, and have prioritized this technological access as we've moved back into the building this year. Continuing on a pattern we set last year, we are hosting LST (Learner Success Team) meetings for both middle and high school students and their families each week as another way to partner with families for student success. FOCUS AREA FOR IMPROVEMENT: Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing with the role of Family & Learner Liaison so that we have a dedicated staff member conducting and overseeing outreach to our most marginalized and disconnected families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meetings for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well."|"STRENGTHS: Our school provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with ACLC families. From formal structures like twice yearly culture surveys and Back to School Night to informal opportunities through twice/week office hours with staff, our staff is accessible to our families in person or via Zoom, and uses Jupiter, our parent messaging platform, consistently, to engage with families. PROGRESS: As a school, we have made progress in our Equity Committee in really identifying ways to engage our most under-represented families. This last year, staff from both sites (ACLC and Nea are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing on the PBL (Project Based Learning) elements of ""Voice and Choice"" in our PD this year as a result. Since the onset of Covid, we've also hired and maintained a role we called Distance Learning Engagement Coordinator and this year Family and Learner Liaison - whose role it is to look at attendance daily and reach out to families to offer support. From transit passes to Chromebooks to wifi hotspots to homework drop offs, this role has greatly served to engage our families and learners on the ""edges"" of our community in a meaningful, concrete way. FOCUS AREA FOR IMPROVEMENT: Like many schools, our most under-represented families when it comes to engagement with the school - again, in both the formal and informal means - are often minorities and families from lower income backgrounds. Through our new Family and Learner Liaison, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year."|4|3|2|4|3|4|4|4|4|4|4|4|2021-06-17||2021 01611190131805|The Academy of Alameda Elementary|3|The Academy of Alameda Elementary School has a variety of avenues through which it engages families in decision making. The primary means by which this happens is through the school's Family Alliance The Family Alliance meets several times a year and the primary purpose of the meetings is for the school to share what is going well and what challenges the school is currently facing as well as for the school to get feedback and input from families on a variety of topics.|Teachers at The Academy of Alameda Elementary School formally meet with families twice a year for family/teacher conferences. Pandemic permitting, parenting workshops are held throughout the year on a variety of topics, including but not limited to, supporting children in reading and in math and how to communicate and engage effectively with the school. An ongoing area of improvement is in providing professional learning and support to teachers in order to improve their capacity to partner with families, particularly with the school's underrepresented families. In order to address this challenge, the school plans to continue its equity professional development in which teachers and staff are given time and space to reflect on their own identities and how those identities show up for the families with whom they interact.|The Academy of Alameda Elementary School is committed to building relationships with its families, and this is an area of strength for the school. Each year, in August, all classroom teachers conduct home visits for all of the students in their class (we did this via zoom, due to the pandemic) The purpose of the visit is to build a relationship, prior to the start of school, and to give families an opportunity to share any information about their child that they think the teacher should know. The teachers do not bring any academic materials and the sole focus of the visit is on building relationships. When not in a pandemic, the school offers many opportunities for families to come in and engage with the school, including but not limited to: day time events such as the annual Culture of Festivals, twice yearly family/teacher conferences, evening events such as family night at the A's, Bingo Night for parents/guardians, and Family Game Nights. The school uses the lens of parallel processes to make sure that it is always looking at community building with an eye toward what it is doing for individual stakeholder groups--students, staff, and families--and how those groups also have opportunities to interact with one another. An area of growth for the school is in reaching out and connecting with families for whom English is not their first language. Included among the measures the school has taken in recent years to address this challenge are: hiring staff who are multilingual and contracting with the online platform ParentSquare, which allows families to translate messages from the school into the language of their choosing. However, this remains an area of growth for the school.|4|4|5|5|4|5|5|4|4|3|4|4|2021-09-30||2021 01611270000000|Albany City Unified|3|The district regularly engages families and encourages families to participate in advisory committees, specifically the Student Achievement Committee and Ethnic Studies Task Force.|Overall parent participation is high. All schools have active Parent-Teacher Associations. The Black Parent Advisory Group and Latino Parent Engagement Group (Latinas Familias) have active programs that involve parents in matters related to student achievement and the recognition of culture, ethnicity, and diversity. Both groups meet regularly and host events to which the entire community is invited (e.x. Welcome Back to School Breakfast, LatinX Graduation, Black Graduation, and guest speakers). Parents are also engaged in the District's English Learner Advisory Committee (DELAC), LCAP Advisory Committee, Board Policy Committee, and Budget Advisory Committee. In general, committees include representation of the diverse students who attend AUSD schools: English learners, students with disabilities, students of color, and students who are economically disadvantaged.|Focus on closing the achievement gap student|5|5|3|2|1|3|3|1|5|5|4|5|2021-06-22||2021 01611430000000|Berkeley Unified|3|BUSD has a variety of opportunities for principals, teachers and the majority of families to participate in decision-making. These opportunities contain capacity building structures for stakeholders, intended to be spaces for collaboration and empowerment. A future focus will be the intentional outreach to families who are underrepresented, both for purposes of increasing general awareness of decision -making opportunities and the value and power of meaningful collaboration and input in decision making.|The Office of Family Engagement and Equity offers district-wide support for families and is in its 8th year of school-based family engagement programs at six of the district’s elementary schools and for the past three years, at Berkeley High School. Priorities include: 1) Establishing links between home and school for academic success, 2) Improving behavioral supports for students by helping families build trusting relationships with school staff and students, and 3) Promoting attendance and access to community resources. As a focus area, BUSD has identified Parent Engagement as a major priority, as evidenced by an elevation of the position of Supervisor of OFEE to the Superintendent's Cabinet. Another focus area for improvement is the revision of the Parent Engagement Plan/ Parent Involvement Policy to reflect an analysis of current data and priorities and to improve the engagement of underrepresented families.|BUSD demonstrates relative strength in providing information and resources to families, so as to improve student outcomes. There is also an expectation (policies and programs) that teachers and administrators communicate and engage with parents and families. An area for focus would be in providing professional learning and support to principals to improve a school’s capacity to partner with families, with special attention made to supporting the engagement of underrepresented families.|2|3|3|3|2|3|4|3|4|4|2|2|2021-06-23||2021 01611500000000|Castro Valley Unified|3|We provide multiple trainings to our certificated and classified staff on family involvement. engagement, and anti-bias/anti-racist curriculum, instruction, and stance. Our outreach is highly inclusive, and we have made strategic phone calls and sent multiple messages in the diverse languages of the district to ensure critical information is known by our stakeholders. We are strategically focusing on communication with our families of special ed students because we have had some feedback that they are not as informed/involved as they would like to be. Also we have purposely created an elementary level African American Parent Advisory Committee and an elementary Padre Unidos committee to ensure that more of our underrepresented families have a stronger voice in our district.|We provide multiple trainings to our certificated and classified staff on restorative and culturally responsive Teaching and Learning, as well as on how to become a more welcoming and inclusive environment for all stakeholders. Our outreach is highly inclusive, and we can continue to improve.|"CVUSD has a robust outreach process and program to our families. The following list shares some of the engaged stakeholders : African American Parent Advisory Council (AAPAC), Asian Pacific Islander Community Support Group (APICSG), Padre Unidos, District English Language Advisory Committee (DELAC) and English Learner Advisory Committee (ELAC), Parent Hearing Sessions, School Smarts, and Local Control Accountability Plan (LCAP) Surveying. An area of work is to make sure that our outreach notices are timely and ensure parents are ""in-the-know"" for critical meetings and feedback sessions."|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23||2021 01611680000000|Emery Unified|3|The district provides many opportunities for families, teachers, principals, and district administrators to work together around effective family engagement activities at school and district levels. This work is conducted during the District English Learner Advisory Committee and the District Parent Advisory Committee meetings, during Family Movie Nights and other activities for parents, and via surveys and town hall meetings. To engage underrepresented families the district provides interpreters, hosts food events, and sometimes provides childcare while parents participate in these activities.|EUSD is a close community where families and the district staff have a strong rapport. However, many of our parents work several jobs and/or are essential workers. This limits the amount of time that the district, its schools, and the families have to collaborate. The district uses multiple means of communication with the community, including digital, telephonic, and mail. The EUSD also contracts with Arabic and Spanish interpreters to assist parents whose first language is not English. Yet, there is always room for improvement and the district orchestrates many creative opportunities for parents to increase engagement. For instance, we are planning to offer English classes and classes in financial literacy in the upcoming school year for our parents and community.|Emery USD is a close-knit community where teachers, parents, and students know each other and interact freely. All the teachers and administrators are easily accessible to the members of the community and frequently reach out to better engage parents and guardians in the workings of the school district. The district provides many in-person and virtual events where parents and guardians are encouraged to participate in decision-making and to provide input into governing the district, including the instructional direction, capital improvements, and everything that is connected to student safety and wellbeing. Our challenge and our strength at the same time is the fact that 21% of our parents are immigrants many of whom speak English as a second language and frequently need language support. The district contracts with appropriate agencies to provide interpretations and we collaborate with the local organizations to provide food and clothes to some families. In addition, the district, in collaboration with the City of Emeryville, has a community health center where psychology interns offer counseling support to many members of the commuity in need.|4|4|4|4|4|4|4|3|3|4|4|3|2021-10-05||2021 01611760000000|Fremont Unified|3|FUSD promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via newsletter, email updates, and website postings. Public comments at board meeting and all committee meetings parent/guardian applications gets pushed out to all students FUSD used multiple strategies to engage in the development of the 2021-22 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data. An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. These staff members work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students.|LCAP funds are used to provide counseling services for at-promise students across all grade levels. The seven new counselors in 2016-17 were assigned to 14 elementary schools that have 35% or higher unduplicated students. In 2017-18, seven additional elementary school counselors were added so that all elementary sites will receive Tier One and Two instruction in behavior and social emotional learning, as well as provide crisis support to students in need. The 2021-22 LCAP will include the inclusion of additional counselors. Supporting students during times of crises will help to ensure that all students will leave Fremont Unified ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for counselors was based primarily on the input from multiple parent and student input sessions and surveys. A strength of FUSD is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided at all school sites. Counselors at all grade levels consistently inform students and parents about college and career expectations. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the FUSD website. Parents of Students with Disabilities and English Learners are given regular notices of their legal rights.|Fremont Unified is an ethnically and linguistically diverse large district with many cultural backgrounds. Through the input of school site parent groups and district committees, FUSD parent/guardians have the opportunity to provide regular input of school site and district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, to create inclusive schools for diverse families, and to foster healthy relationships across the district. Examples from the 2020-21 school year: • Expansion of Positive Behavioral Interventions and Supports (PBIS) across elementary schools - including parents on the school team • PD for staff on culturally responsive practices • PD for staff on culturally responsive teaching • Equity/justice conversations In surveys and input-gathering sessions with the community, one area of improvement for FUSD, particularly with English Learner households, would be an increase of bilingual staff members who can help parents and community members better communicate with school personnel.|4|5|5|4|3|4|4|5|3|4|4|3|2021-06-24||2021 01611760130534|Circle of Independent Learning|3|COIL primarily utilizes surveys to elicit feedback from staff, students, and families each year to obtain valuable feedback as to the areas of strengths and needs for various identified areas including, but not limited to basic communication, school climate, development opportunities, as well as other interest areas. We have found that this is the best method of ensuring the reach for all our students and their families. Secondly, COIL also has a Parent, Teacher, Student Committee (PTSC) that helps with focused discussions, financial support of student activities, and decisions that directly support teachers and students as a whole. The Executive Director, Asst. Director, School Counselor, and Leadership Teacher are all required attendees to this meeting to discuss identified agenda items, receive input from the students and parents on any topics brought to the committee by the COIL community at large. Last, the overall make-up of the Governance Council voting members is 3 parent representatives, 3 community representatives. Non-voting members are 3 teachers, a student representative, and the Executive Director. It is the role of these voting members to represent other COIL Parents and students regarding governing policies and procedures. The role of the non-voting members is to be able to provide input, feedback, and additional information for the voting members on any of the identified agenda items.|"COIL has been in the Fremont community for over 20 years and has established a well-respected reputation for its interactions with its students and families. Over the past few years, COIL has developed and implemented many different strategies to build trusting relationships, create a welcoming environment, as well as understanding the specific strengths, needs, culture, and goals of their students and families. Families are introduced to this when they first show an interest in attending COIL. Before any student is enrolled in COIL, the family and student/s attend an informational meeting to better understand COIL. Additionally, they can meet with an administrator to answer specific questions they may have about COIL as well as discuss their specific situations, goals, and needs. After students are enrolled, all students (parents of younger students) fill out a Learning Styles Questionnaire and a Multiple Intelligence questionnaire to help their Advisory Teacher better understand their student learning style. In addition to that, starting with the 19-20 school year, when the student and parent attend their first Advisory Teacher (AT) meeting, the teacher fills out a ""New Student Questionnaire"" asking them about their interests, hobbies, books they like to read, as well as goals they have for themselves and the like. All of this is done to build a ""Relationship Based"" academic experience between all stakeholders (student, parent, teacher, community) to create a caring and trusting relationship."|"COIL recognized the need to provide an opportunity for families to connect both formally and informally, network, and learn about topics that could help them in their ""Home Educator"" role, identified in our Non-Classroom Based, Independent Study Model. COIL has formally built-in opportunities for parents and students of all demographics to engage, build relationships, and network. A very important way that COIL regularly works to build a partnership with the parent, focusing on student success, is through the Advisory Teacher meetings. These meetings have been an integral requirement, supported by Independent Study law since the start of the charter movement, and are embedded in the COIL culture. These meetings take place with the parent, student, and teacher, and all three work collaboratively to discuss the strengths, goals, gaps, work assignments, and progress throughout the entire school year. These meetings, on average, take place every two weeks, however, the time between meetings may not exceed 20 school days. COIL has also worked to enhance the partnership between the teacher and parent (Home Educator) by implementing the ""Home Educator Seminar"". The Home Educator Seminar (HES) was created during the 17-18 school year, and first implemented during the 18-19 school year. This program continues to be refined in order to reach as many families as possible. The focus is on the ""Home Educator"" and the various topics discussed center around providing tools for assisting their child with their academic and social-emotional needs away from the school site. One of the main challenges is finding meeting dates and times that work for our families. Due to the very nature of Independent Study, students and families are all on their own individual schedules, and finding a time that works so that everyone has the opportunity to attend is a main priority for us. To combat this, the HES has now been set up to be offered at various times and days throughout the year (quarterly) with the opportunity to attend remotely through an online webinar platform."|5|5|5|5|5|4|5|5|5|5|5|5|2021-06-15||2021 01611920000000|Hayward Unified|3|The engagement of underrepresented families in HUSD over the last several years has been one of social advocacy by parents for their students. HUSD has supported this work by creating parent committees which focus on the development of parent leaders who can advocate for their students within the systems and procedures of a school system. Examples of the forums where this advocacy and parent leadership takes place include the District Advisory Committee (DAC), District English Learner Advisory Committee, African American Student Achievement parent committee and Parent Ambassadors. Parents of underrepresented students have also gained experiences and familiarity with how to navigate the school system to ensure that their voices are heard at school sites, in local School Site Council sessions, periodic Town Hall meetings and Board of Education meetings as well as ensuring parent representation at District Advisory Committee meetings. An area of improvement continues to be in the development of parent and teacher partnerships that balance between advocacy of their student’s needs while also promoting parent-student practices that support learning at home.|HUSD has a focus area for improvement in multiple areas organized by the Strategic Goals in our Local Control Accountability Plan: Deeper learning Goal 1, HUSD is focused in the following areas: Anti-Bias/Anti-Racism (ABAR) training for all staff will continue to be implemented and expanded Expanded intervention and acceleration opportunities for students Support for English Learners (Kick-off of the ELPAC Family Academy) Dual Language Program professional development and curriculum Funding for smaller class sizes, and fewer combination classes Relationship-Centered Schools, Goal 2, HUSD is focused in the following areas: Expanded social-emotional learning and support staff, curriculum and professional development Providing a welcoming school environment. Examples include the expansion of Family Engagement and Equity staff at school sites, focus on 1-on-1 focus group conversations, opportunities to connect families with inconsistent housing needs via a full-service community schools approach, fatherhood programs, second chance and two-generation approach to family classes. Mental and physical health supports for students Service Excellence, Goal 3, HUSD is focused in the following areas: Promote the employment and retention of teachers and staff whose racial diversity reflects the student demographics of the community and who can recognize, interrupt, dismantle, and eliminate systemic racism. Promote family engagement with an intentional focus on historically underserved groups such as the families of Black students, Latinx students, English Learners, newcomer students to the district and students with disabilities. Operational Sustainability, Goal 4, HUSD will ensure our diverse student population has access to: Updated technological infrastructure (ie: universal access to WiFi, 1-to-1 laptop device availability for each HUSD student) Modern facilities|HUSD is ethnically and linguistically diverse. It values its parents and their input especially when it entails getting their input on how to best support their children. HUSD conducts an annual California Parent Survey and is undergoing a data review of the past 4 years of survey responses to identify areas of improvement and areas that need further attention. HUSD believes in the importance of a collaborative partnership between parents and the district. Through the input of school site parent groups and district committees, HUSD parents give input at local school site councils, District English Learner Advisory Committees, English Learner Advisory Committees, African American Student Academic Initiative (AASAI) and a team of Parent Ambassadors among other parent groups. There are also several parent/district staff member working groups focused on identifying solutions for systemic, equity-based challenges such as better supporting Special Education, operational sustainability, restorative justice practices in school sites. The LCAP Stakeholder Input highlights and values the input from parents. LCAP funds have been earmarked to ensure that each school site has a family equity engagement specialist to support engagement, training and mutual support of parents and school community. Parents of students with disabilities is an area that the district is focused on developing. It has implemented town hall meetings with parents and continues to expand in reaching out to parents of students with disabilities to ensure the needs of the students are met. In surveys and input-gathering sessions with the HUSD community several areas of improvement surfaced: In the area of Deeper Learning, our Parent Advisory Committee (PAC) specifically requested in-person instruction and interventions for struggling students. For Relationship-Centered Schools, our PAC wanted to see additional Family Engagement Specialists, more parent outreach, and more opportunities for parents to get involved in their students’ schooling. For Service Excellence, PAC members requested improved technology, improved school climate, and mandatory Anti-Bias/Anti Racism training for staff. For Operational Sustainability, our PAC asked for additional staffing and a system for monitoring the effectiveness of the district’s various programs. In the area of Deeper Learning, our District English Learners Advisory Committee (DELAC) specifically wanted to see Literacy and Mathematic interventions specific for English Learners, and tutoring to help EL students reclassify. For Relationship-Centered Schools, our DELAC requested more services and training for parents, especially regarding technology, so they can best support their students. For Service Excellence, DELAC members wanted to see additional training for office staff and more attention paid to reclassification. For Operational Sustainability, our DELAC requested additional services for parents, and an investment in technology.|3|3|2|3|2|3|3|2|3|3|2|3|2021-06-23||2021 01611920108670|Leadership Public Schools - Hayward|3|School Site Council serves as the primary decision-making body that contains representative of all stakeholders: school principal, teachers, other school personnel, parents and students. The Council works together to identify common goals, assist the leadership team in establishing a plan to achieve the goals and monitor progress on the Local Control and Plan. Each member of the Council shares their unique perspective and knowledge of the school’s needs, as they affect all students, during SSC meetings. The Council receives training throughout the year from the Coordinator of Compliance and Special Projects that focus on deepening knowledge on various policies, group facilitation and budgets. The Coordinator of Compliance and Special Projects works closely with the Executive Team of the Council to support and build their capacity prior to each meeting. For the 2021-2022 school year, the Parent and Community Engagement Liaison will work with the School Site Council to plan, design, implement and evaluate family engagement activities at school and district levels. During COVID, tracking family engagement in virtual meetings was not implemented with fidelity. The Parent and Community Engagement Liaison staff member will work closely with our leadership team, student support services, counseling team, and teachers in developing a robust programming throughout the school year to inform, empower and engage families on monthly basis. Engagement numbers will be reviewed and discussed on a regular basis as a method for reflecting and monitoring progress for increasing engagement among underrepresented families.|Parents have multiple opportunities to engage in meetings throughout the school year with the school leadership team, counselors, support staff and teachers. Parents have the opportunity to be involved in School Site Council that is intended to be a decision-making body that represents all stakeholders of the school community. The team develops, monitors and revises the Single Plan for Student Achievement and Local Control and Plan, the SSC allocates resources to support the plan. Teachers have parent conferences in the fall for all students to discuss and review students’ strengths and academic progress. Students have the opportunity to participate in the meeting. For the 2021-2022 school year, there will be a new position called the Parent and Community Engagement Liaison that will be the primary person responsible for offering a series of parent workshops and/or resources throughout the year that address student learning and development in the home, advocacy and training on school programs and academic initiatives specifically for parents/families of developing bilingual learners (EL Students). Strategies will be provided to parents and topics will be devised based on guardian needs of underrepresented families.|School leadership teams host monthly parent meetings to engage all families in the opportunity to receive updates, view and discuss school-wide data, meet and learn about various staff members, ask questions of concern and to build partnership with other families. All meetings are translated for Spanish speaking families. Multiple opportunities for feedback are provided throughout the school year to parents via online surveys. Parental participation has not been tracked during this unique time of COVID0-19. An area for improvement for the 2021-2022 is develop a tracking system to monitor the engagement of all families with a special emphasis on our underrepresented families. For the 2021-2022 school year, there will be a primary point person within our main office that will serve as the Parent and community Engagement Liaison. This staff member will work closely with our leadership team, student support services, counseling team, and teachers in developing a robust programming throughout the school year to inform, empower and engage families on monthly basis. The Parent and Community Engagement Liaison will receive ongoing training and professional development in the best practices for working with and supporting our underrepresented families.|5|5|5|5|5|4|5|5|5|5|5|4|2021-06-14||2021 01611920127696|Knowledge Enlightens You (KEY) Academy|3|Parents are an essential part of the KEY Academy's learning community. KEY Academy will continue to develop and refine the existing parental policies already developed. At KEY Academy, we invite parents to be part of the educational process. Parents are encouraged to get involved in the school by volunteering, joining the Parent Teacher Organization (PTO), Advisory Committee (this group is included in the planning review and improvements of the school's goals and Title 1 programs), attending various school events (i.e., Multicultural Day, Paint Night, Cinco de Mayo), participating in surveys, and attending parent universities. KEY Academy has employed a Student Support Coordinator to help coordinate communication between the school and parents. The current goal is to increase the number of parents that participate in the surveys and attend our various events.|Parents throughout the year have opportunities to partner with KEY Academy staff to enhance their understanding of the standards as well as the curriculum and to celebrate student success. Our monthly newsletters include parent tips. Additionally, principals hold Coffee with the Principal and Parent Universities that feature topics that include resources parents may use at home. Teachers also communicate to parents via their website page, emails, phone calls, newsletters, and during parent/teacher conferences. KEY Academy holds two parent/teacher conferences throughout the year that allow for parents and teachers to talk in more depth about student progress. Special Education staff receive both training and coaching on how to work with parents through the IEP process. Our Special Education staff ensure that they provide extensive, clear explanations that are free of jargon. The Student Support Coordinator collaborates with the principals and counselors to identify families’ needs and support them in accessing necessary programming. Our focus area continues to be educating our parents on how to be an advocate for their child. We are working on a plan to add more Parent Universities and Coffee Talks to our calendar.|KEY Academy strives to build relationships with our students and families every day. Teachers and administrators have an open-door policy and encourage parents to ask questions, voice concerns, etc. KEY Academy has employed multiple staff members that speak the languages of our students. If additional translators are needed, we outsource to a company that provides translators for various languages. Coffee with Principals, Parent Universities, PTO (Parent/Teacher Meetings) and monthly events are open to all our families. The activities are advertised in multiple forms and multiple languages. The PTO (Parent Teacher Organization) works with parent volunteers and staff to plan events, activities, fundraise, and give input into developing policies and programs for our school. KEY Academy would like to continue our work on building relationships with our families. We will keep sending staff to attend seminars on engaging parents in the educational process. A future goal is to increase having teachers and admin develop a personal rapport with parents, so they feel more encouraged to get involved with the school.|5|5|4|5|4|4|4|4|4|3|4|4|2021-06-29||2021 01611920127944|Silver Oak High Public Montessori Charter|3|Hayward Twin Oaks Montessori School involves families in decision-making through the above-named avenues, as well as through LCAP meetings, Board meetings, principals’ coffees, and the new Community Organization’s quarterly meetings.|The Family/School Partnership is the lynch-pin of any Montessori school; it is the very backbone of the program. Hayward Twin Oaks Montessori School nurtures that relationship through on-going communication structures. There are two mandatory individual family conferences scheduled each year, at each level. Quarterly family engagement workshops/info nights are available virtually at each program level, with special meetings added as needed. As mentioned previously, the Family Handbooks serve as informational guides throughout the school year. The newly redesigned website functions as a quick reference point for events, calendars, announcements, contact information, and the PowerSchool portal. There are weekly newsletters sent from each of the programs (Elementary and Secondary), with monthly classroom newsletters at the elementary and middle school levels. At the high school, there are regular ParentSquare communications from subject matter teachers and advisors.|Family engagement continues to be an area of focus at Hayward Twin Oaks Montessori School. The new Community Organization is currently being restructured in order to merge the former Parent Teacher Organization/ Familias Unidas and the existent School Safety, ELAC and CAC groups. This new organization will be elected by their peers to serve as an advisory panel for the School, similar to a School Site Committee. Campus Climate surveys will continue annually (for LCAP) and on an as-needed basis. Spanish translation will also continue for all written communication, school wide events and conferences. ASL interpreters are always available upon request. On an on-going basis, the Family Handbooks will continue to detail the ways in which parents/guardians can support their students’ educational experience through collaboration, communication, and volunteerism.|4|4|4|4|5|4|5|4|3|3|4|3|2021-10-28||2021 01612000000000|Livermore Valley Joint Unified|3|"There were many surveys conducted this year and a new platform was utilized, ThoughtExchange. Old surveys only presented previously developed questions, usually by our District so parents/guardians answered and that was the end. This system allows for distribution of information, retention of input and adjustment of the data live, allowing for 2-way communication as parents can ""rate"" ideas from other parents/guardians, resulting in a prioritization of Actions & Services. It is a dynamic system, adjusting priority as more parents participate. Site leadership teams in the Livermore Valley Joint Unified School District are committed to including families in decision-making. Monthly District-level meetings with site leaders reinforce the importance of including parents and guardians by providing resources and training. Through Site Council, ELAC, DELAC, and LCAP Advisory Committee meetings, we offer regular, structured opportunities for direct involvement in decision-making. Most principals seek input regularly through informal meetings such as Coffee with the Principal. Site and district-wide surveys provide additional opportunities for input that contributes to the decision-making process. Parents/guardians are encouraged to be educational partners with our District through regular translations for meetings and committees including DELAC, PCIC, and direct communication from Child Welfare and Attendance Staff, Counselors, and community liaisons regarding targeted educational opportunities for parents in both English and Spanish. ."|LVJUSD offers parent educational classes through Livermore Learns, which allow parents/guardians and staff to develop a partnership. Some classes are informative, some are trainings, and others are collaboration opportunities where parents/guardians can provide input on topics of interest. Livermore Learns is a targeted parent education program. It covers a wide range of topics including mental health first aid, direct supports, etc. Additional communication via Special Education Parent Meetings, DELAC, and direct communication from Child Welfare and Attendance Staff, Counselors, and community liaisons regarding targeted educational opportunities for parents in both English and Spanish. Parents have multiple opportunities to engage in two-way communication with schools. Parent-Teacher Organizations, Site Councils, Coffees with the Principal, and Parent Centers are a few of the means available throughout our district. Additionally, we offer parent education programs, in both English and Spanish, that share information and invite feedback so that parents can be advocates for their children and be full participants in school decision-making. Our work continues to evolve, with an emphasis on deepening the relationships of our underrepresented families.|All district meetings, both at the site and district levels, provide opportunities for parental or community input formally scheduled on the agenda. This includes targeted outreach through meetings such as District English Language Advisory Committee (DELAC), Special Education Parent Group Meetings, LCAP Advisory Committee, Parent Club Information Council (PCIC), and other similar meetings. We also offer parent educational classes which allo parents/guardians and staff to develop a partnership. Some classes are informative, some are trainings, and others are collaboration opportunities where parents/guardians can provide input on topics of interest.|5|5|4|5|5|5|5|5|5|5|5|5|2021-06-29||2021 01612340000000|Newark Unified|3|"Parents surveyed on the CHKS for the statement ""School allows input and welcomes parents' contributions"" - 86% of parents Strongly Agreed/Agreed at the elementary sites and 82% Strongly Agreed/Agreed from grades 7 & 8. In response to the statement, ""School actively seeks the input of parents before making important decisions"" - 65% of parents from elementary schools Strongly Agreed/Agreed while 76% of parents from grades 7 & 8 Strongly Agreed/Agreed with this statement. District leaders, principals, and teachers collaborate as a part of the district leadership team twice annually with respect to planning, designing, and evaluating family engagement activities. The start of the year is highlighted by opportunities to plan collaboratively with colleagues and the end of the year marks an opportunity to reflect and make adjustments to family engagement activities for the next year both at the school and district levels. Through the LCAP and the district's strategic plan, capacity is built both with principals and staff as well as families to engage in decision-making that affects the entire community. An example took place this September with our AEDIS facilities master plan and the district's long-term facilities plan. The process is transparent and includes multiple family groups who are empowered to play a significant role in decision-making. Our next level work will be to ensure a broader groups of diverse stakeholders are present and a part of significant community decisions moving forward."|"Newark Unified greatly values community participation and, to this end, has put notable systems in place that attempt to bridge communication between the schools, families, and the district. One example of progress in this area includes the convening of community meetings in the district such as the Latin X Summit which provided opportunities for listening to families, surveying topics of concern and interest from parents/guardians, and creating a plan of action in all of our district's schools moving forward. The Latin X Summit provided a structured forum for parents and families to have interaction with site and district leaders and have their voice heard. Parents indicated they would be interested in having better communication in front office areas in some schools. One strategy to improve this aspect are monthly meetings will all staff present and a focus to ensure all communities have representation on school and district committees to build trust and share concerns. This will be an area of focus for NUSD. A total of 186 parents were surveyed in grades K-8 through the CHKS. Parents surveyed on the CHKS with students in grades 7 & 8 reported the following: ""Teachers communicate with parents about what students are expected to learn"" - 86% Strongly Agree/Agree. In elementary schools, 88% of parents reported ""the school keeps me well-informed about school activities."" When surveyed regarding ""Parents feel welcome to participate..."" 96% Strongly Agree/Agree at elementary schools and 76%% Strongly Agree/Agree at grades 7 & 8. And finally, when asked ""School staff tales parent concerns seriously,"" 89% Strongly Agree/Agree with the statement at the elementary schools and 83% Strongly Agree at grades 7 & 8."|"A number of systems are in place which continue to build partnerships between the schools, the district, and families in order to support improved student outcomes. Schools seek diverse parent/guardian representation on established committees such as School Site Council and the English Learner Advisory Committee. Through such established committees and also through other practices such as each elementary site having parent-teacher conferences, student learning and parent partnerships are an important component of a student's education. Working with our principals and teachers, our next step is to create more opportunities to reinforce the learning that can occur at home. For the statement ""School allows input and welcomes parents' contributions"" on the California Health Kids Survey, 86% of parents Strongly Agreed/Agreed at the elementary sites and 82% of parents Strongly Agreed/Agreed from the secondary schools. The following data statements, corroborate this experience; each percentage indicates parent/guardian responses of agree or strongly agree: 76% agree that our school/district has done a good job of keeping them informed about remote learning. 91% agree that our schools promptly responds to my phone calls, messages, or e-mails. 88% agree that our schools encourage them to be active partners with the school in educating their children. 76% agree that our schools actively seek the input of parents before making important decisions. 89% feel welcome to participate at within their schools. 94% feel that their school staff treat parents with respect."|4|4|4|4|4|3|4|5|4|4|4|4|2021-08-05||2021 01612420000000|New Haven Unified|3|In NHUSD, our current strengths include providing our community input opportunities. As a District, we engage our families to participate in LCAP Stakeholder Engagement Meetings to provide input for the development of the Local Accountability and Control Plan; District English Language Advisory Council to advise how NHUSD supports their English language learners; District African American Advisory, Latino Parent Advisory, and Punjabi Parent Committees to discuss and advise New Haven about supporting its African American, Latino, and Punjabi students; District Equity Council to discuss issues around equity and guide New Haven to be more equitable in its practices; Parent Advisory Committee where the members of our School Site Councils and site parent groups meet with the Superintendent and provide input in order to support students throughout the district. In addition, at the Union City Family Center, there is a Community Council made up of parent representatives that informs the work with families district-wide. As a structure supporting migrant students district-wide, we have a Parent Advisory Committee (PAC) focusing on removing barriers to academic achievement for migrant students. As NHUSD has been identified as being a district with significant disproportionality for our African American students in Special Education, we have engaged in a variety of stakeholder engagement meetings in order to develop our Comprehensive Coordinated Early Intervening Services plan. At the local school level, NHUSD families are provided opportunities to give input. At our School Site Council meetings, participants collect data, analyze review site goals around family engagement and activities. In addition, in our district, there are Equity Councils, and English Language Advisory Committees (ELAC), and Title 1 Parent Nights as additional structures to engage our families. We have also provided several parent trainings in multiple languages focused on participating in school decision-making. Our focus area is to promote the consistent engagement of our traditionally underrepresented families. Our challenge remains our ability to consistently engage families and build sustainability within our structures for family engagement. NHUSD established a Communication and Advocacy Board Committee in order to engage stakeholders in developing a plan to provide clear, consistent communication which we believe will allow us to improve engagement with our underrepresented families. This will also be a method of increasing and sustaining engagement for our non-native English-speaking families. Additionally, we are committed to finding creative ways to address the language barriers that interfere with active participation by utilizing available technological resources to promote and sustain engagement. This will continue to be an area of focus as we intend to engage in a rebranding process for the district and standardize our websites and communication protocols.|In New Haven Unified, some of our current strengths include multiple ways to engage families in supporting their child’s academic success. Through structures such as Academic Parent Teacher Teams, Family Literacy/Math nights, Family Game Nights, our Fatherhood Initiative, and Parent Teacher Conferences, we are able to engage a broad representation of families in meaningful ways. Families are able to set goals for their children and participate in fun and engaging activities that contribute to school success. For our students with disabilities, NHUSD is an active participant with our SELPA in order to work collaboratively with parents in order to empower them to support their students in meeting their goals developed in their Individualized Learning Plans. (IEP) In New Haven Unified, we have engaged members of our community in a variety of ways. Our district has created the District African American Advisory Committee, Latino Parent Advisory, and Punjabi Parent Advisory in order to engage with and build relationships with these historically underrepresented groups. The purpose of these groups is to review and analyze various sources of data in order to empower the participants and develop their advocacy at each of the school sites and district-wide. Additionally, our families who access available resources at the Union City Family Center are encouraged to give back and deliver services to other families who may also be in need. Our Family Services Assistants provide workshops to support families and engage them in learning opportunities. They also work with teachers to bridge the gap and develop a more comprehensive understanding of our family’s needs and leverage available resources to meet them. Our focus area for improvement would be to provide expanded communication channels in order to reach all members of our community. While there has been some improvement in this focus area, such as the Superintendent’s Facebook Live Sessions, use of social media platforms, use of the district’s Student Information System Dialer Calls. In addition, we have created a “Family Learning Series” portal that provides families with live and archived webinars that provide academic, behavioral, and socio-emotional support and resources with a focus on reaching underrepresented families. In order to reduce barriers to distance learning for our students, the district has adopted Learning Management Systems - Canvas for our secondary students and Seesaw for our primary students. This has assisted underrepresented students by eliminating the need to navigate multiple portals in order to be engaged in teaching and learning.|The New Haven Unified School District has committed a significant amount of time in building trusting and respectful relationships with families. We have provided training of administrators and front office classified staff in working positively with parents and guardians. Each school site has been assigned a Family Service Assistant whose primary job responsibility is to facilitate outreach efforts and build relationships with our families. Each of our Title I schools has a Home-School Compact that is used to record and share strategies for working and communicating more positively with families. Though much work has been done with admin and classified, we are in the initial implementation phase of working with our teachers. As a result of the data collected and analyzed through our annual NHUSD Parent Survey, we have previously identified an area of focus supporting administrators and front office staff in building trusting and respectful relationships with families. As a result of this professional development, changes were shared, discussed, and were immediately implemented at the school sites. These changes included standing and approaching the front counter when parents enter and using a welcoming tone of voice, as examples. As a result, we believe we are in the initial implementation stage of development. In New Haven Unified, we have received professional development in Academic Parent Teacher Teams (APTT) which allows us to provide outreach to underrepresented families. However, APTT remains a district initiative that has been inconsistently implemented at our school sites. The district has a number of communication opportunities that facilitate two-way communication. Each of our twelve Title I schools draft Home-School Compacts with their community that specifically addresses how each school site will address this issue. The District also has communication software that is able to translate messages between teachers and parents into the family’s native language. Additionally, our communication software can translate dialer messages home to parents into the family’s native language to facilitate understanding. District communication is translated into Spanish. We also provide communication to our families through social media platforms. The Superintendent has conducted Facebook Live Sessions and provides a “Friday Update” each week (also translated into Spanish). The district also has created social media platforms on Facebook, Instagram, and Twitter.|3|4|3|3|3|4|3|4|4|4|4|4|2021-09-14||2021 01612590106906|Bay Area Technology|3|The current strength of Bay Area Technology School is that we have a group that is willing to listen to suggestions and will take input from other individuals. The school is working on building systems that will be able to allow students, staff, and community members to give more feedback. One example of the implantation of a system is having the SSC/ELAC meetings on the first Wednesday of every month. This allows consistency for the staff, parents, and students to be able to meet to discuss the needs of the students, and what the committee can do to support the needs for all students at BayTech. Along with being a strength, I believe that getting parents to participate in the SSC /ELAC meeting is also a need for improvement. The school would like to have more input from community members, and this is a way that parents and students can take ownership of the happenings at the school.|-Bay Area Technology School has been very supportive of the teachers in giving them the opportunity to grow professionally. Each teacher is given the opportunity to determine the type of professional development they would like to have offered, and the school administration team, then will provide support in getting the individual teacher the professional development they are seeking. -BayTech has listened to parents and students, they have sought out online tutoring for students in math. BayTech, has been able to provide all students sixth through twelfth grade online 24 hours a day 7 days a week tutoring. BayTech has also implemented the opportunity for teachers and families to meet quarterly in parent teacher conferences. During these conferences, the teacher will ask questions of the students in order for them to participate in the conference, where everyone can learn from each other, the teacher, the student, and the parent. -Bay Area Technology School has recently switched to its own SELPA in order to focus on being better able to provide support for students, and training for teachers to support students with IEP needs.|-Bay Area Technology School has been able to support its students and families over the past year. We have been able to expand our communication methods both in English and in Spanish. We have been able to reach out to parents with positive phone calls, as well as asking if parents and students need support from the school. BayTech, has offered services from tutoring, to Saturday school to support students' progress. We have been able to ask parents what they need, and a lot of the time, have been able to deliver on their needs on an individual level to the parents. -BayTech has been able to build a relationship with families by communicating to families, and implementing their suggestions. We have been able to switch over our student information system, to allow parents more direct access to students progress, we have implemented parent square which gives the school a direct communication tool to parents via messaging. BayTech has used social media to support the activities on and around campus. BayTech has also implemented parent teacher conferences quarterly to allow parents and teachers to communicate openly. All parents are invited to meet with teachers. Quarterly parents and teachers participate in parent teacher conferences. -Parents and teachers working together in SST meetings as well as IEP meetings is always beneficial for the partnership between the school and the home, this year BayTech has expanded on that by expanding the connection of the CARE team, If a teacher notices something off about a student, the teacher is encouraged to put in a CARE team referral, the CARE team is made up of the school counselor, school psychologist, and other staff members that are able to check on the student, and work with the student on attendance, mental health, food, or any other issues a child may have. -BayTech has encouraged the expansion of the school Site Council this year, and the ELAC committees, currently we have traditionally underrepresented families, however we would like to expanded the participation. We rely upon input from the members of the committee to give us guidance as decisions are being made for the students of BayTech. This year we have combined the two groups and have met monthly.|3|4|3|4|4|4|4|4|3|3|3|3|2021-05-03||2021 01612590108944|Lighthouse Community Charter High|3|This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this work.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports. This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.|The LEA has strong relationships with its families that were critical over shelter in place due to COVID-19 and subsequent reopening during the 21-22 school year, with many formal and informal opportunities for 2-way communication between families and educators, including Student-Led Conferences, Expos of student learning, and other celebrations of learning. One area the LEA is focused on is affirming and celebrating the importance of bilingualism as part of the LEA’s focus on better serving our multilingual students.|4|4|4|4|4|4|5|4|3|3|3|3|2021-10-06||2021 01612590109819|Aspire Berkley Maynard Academy|3|In my six years as principal, the formation of SSC & ELAC in partnering with and supporting families to engage in the decision making process has been consistent. An area of growth is partnering with families to garner input and provide opportunities to plan family engagement activities. Outside of ELAC and SSC, families now have the space to collaborate with our lead mental health counselor in a group named Family Connexions. This space offers families and avenue to advocate for change and begin working on solutions to improve our school community.|"""A strength in this area has been consistent Student Led Conferences that are scheduled three times throughout the year. Our policies and procedures for partnering with families to share student progress and discuss student outcomes in conjunction with setting goals is a consistent practice. An area of growth is to support families in understanding their legal rights and providing space for advocacy. We have recently implemented Administrative Coffee Chats in which we listen to and address issues relevant and important to our families. """|"""A strength in this area is that our entire team is professionally developed and has a priority around family engagement and building strong and trusting relationships with families. Each year we hold Family Listening meetings the first two weeks of school to learn about the assets our families bring to school. We also emphasize creating a welcoming and joyful environment for our students and families. An area of focus is engaging underrepresented families, including those of our students with disabilities, in two way communication about our school as well as families of other languages. We remain committed to translation and in particular improving providing an interpreter for a family in which the parent is Deaf & Hard of Hearing."""|5|5|4|4|4|4|4|3|4|4|3|5|2021-06-17||2021 01612590111476|Achieve Academy|3|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.|Our school facilitates a Family Leadership Council, a structure that is designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings. To monitor its efforts, our school administers the School Climate Assessment Instrument (SCAI) on an annual basis. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey is administered to all families. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year. Data are also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency.|4|4|4|4|4|4|4|3|4|4|5|3|2021-10-28||2021 01612590111856|AIMS College Prep High|3|The LEA is working towards strengthening the way in which we seek input for decision making.|The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.|The school is engaging with various stakeholders to ensure that we are gathering information and to include all families.|4|5|4|5|4|3|4|4|4|4|4|4|2021-09-21||2021 01612590114363|American Indian Public Charter II|3|The LEA is working towards strengthening the way in which we seek input for decision making.|The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.|The school is engaging with various stakeholders to ensure that we are gathering information and to include all families.|4|4|4|4|4|4|4|4|4|4|4|4|2021-09-21||2021 01612590115014|KIPP Bridge Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 70% of TK-4 families and 73% of 5-8 families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|4|3|3|3|4|3|3|3|3|2|2021-06-02||2021 01612590115238|ARISE High|3|As a school that was founded with deep roots in the community, we carry inherent strength in this area by design. We have a parent coordinator that has been here since the inception of the school and who is also a current parent. Her connection to the community continues to build practices that ensure that we continuously keep that lens in our policies. We involve families in decision making every step of the way at ARISE when decisions are big. For example, we had a large family panel during our last head of school search. They spent an hour with the candidates and gave their feedback and votes. Our area of growth is including families in decisions and planning processes that are more commonplace. We are working to redesign our organizational structure and teams so that we can build in more family input and leadership. In order to model and begin this work, our culture team includes a parent as well as a subcommittee dedicated to increasing family engagement. We are seeking and processing family feedback about events that would be informative and highly engaging for them. In that process we are ensuring that we reach out to families that do not traditionally attend events so we can hear about what would make them able to engage more.|As a social justice school that was founded by the community we are inherently rooted in wrapping our services around families and students. We have a parent coordinator that has established classes and meetings for families. We have however noticed that the same groups of families attend events. Therefore we are working to engage families in a variety of ways to increase parent engagement, especially for those families that have not traditionally participated in schools. We have revamped our social media, website, and family newsletter; we also have increased outreach to families of students that are struggling in school. Our new attendance monitoring process team ensures that all families of students that are starting to disengage have a meeting with a team member. Our team is bilingual and diverse, and we intentionally have different team members build relationships with specific families.|We hold weekly classes and workshops on topics such as supporting your student, teenage mental health, political advocacy, and humanizing parenting skills. These workshops are held bilingually and their attendance continues to grow. All advisors hold student led conferences (SLCs) for each student to present to their family how they have performed that quarter and how they plan to improve. Students are also asked about how they are accessing resources at school and the community and what the school and family support can further increase their well being and achievement. We are working to improve the support systems for students and families that are struggling academically and socio emotionally. We have increased our support staff to include an academic counselor who is dedicated to supporting students and families through academic contracts and check ins. We have also added evening classes for families and increased engagement with administration. Families now receive further details in the newsletter and it is built to highlight ways that they can take part in community events. Our culture team (hooks) and 12th grade academic counselor, family coordinator, dean of culture along with our head of school all have goals related to increasing family and community engagement, specifically tied to academics and restorative justice implementation. We are increasing the amount of restorative justice circles that include multiple students and families. The head of school and dean of culture are leading and facilitating these circles and are training our student support team as well as our student leaders in restorative practices so that we can expand them throughout the community. We are also working to build up family leaders in RJ that will be able to support the work.|5|5|5|5|5|4|5|3|3|3|3|3|2021-10-19||2021 01612590115592|Learning Without Limits|3|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.|Our school facilitates a Family Leadership Council, a structure that is designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings. To monitor its efforts, our school administers the School Climate Assessment Instrument (SCAI) on an annual basis. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey is administered to all families. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year. Data are also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency.|4|4|3|4|4|4|4|3|4|4|5|3|2021-10-28||2021 01612590118224|Aspire Golden State College Preparatory Academy|3|"Areas of growth: Although SSC and ELAC are underway, few staff are actively involved in engaging families in those experiences. There are a core group of staff members, including SSC elective staff members, that are very involved, but the staff as a whole (to address the first question) do not have much exposure, and PD time is always limited to share the progress of SSC and ELAC."""|"""Strengths: We hold Student Led Conferences at least twice a year for all students, and an additional time for students not on track to pass the year. These have an attendance rate of approximately 90%, allowing us to have full implementation to meet with families and students regarding their progress and creating plans to improve as needed. Areas of growth: We offer a Back-to-School Night at the start of the year in which we share with families strategies to support at home, as well as a Family Literacy Night in November. However, we can still share more resources throughout the year. As for the question regarding legal rights and advocacy, we've explicitly done this for students with IEPs and for undocumented families, but not whole-school."""|"""Strengths: On a site-level family survey (of which nearly 200 families, or a little under half of our families, responded), 93% said they felt welcome/connected to GSP. Additionally, we have a full-time Family & Community Partnerships Manager whose main responsibility is to improve our partnership with families and community resources/organizations. Areas of growth: This year, we started a Black Family Advocacy Group. It is a very new group (they have met once this year) and turnout was low, but we hope to leverage the voice of our Black families (which comprise 17% of our students demographics) since this is an underrepresented group. Additionally, our ELAC meetings have had low attendance (less than 10 families, out of 100 families with ELs) since we began in 2016. We are also continuing to seek stronger parent partnership, which we've found more difficulty with as students get older (middle school families are much more represented at events and meetings, whereas high school families are not)."""|3|3|3|3|2|2|4|2|2|3|3|3|2021-06-17||2021 01612590126748|LPS Oakland R & D Campus|3|School Site Council serves as the primary decision-making body that contains representative of all stakeholders: school principal, teachers, other school personnel, parents and students. The Council works together to identify common goals, assist the leadership team in establishing a plan to achieve the goals and monitor progress on the Local Control and Plan. Each member of the Council shares their unique perspective and knowledge of the school’s needs, as they affect all students, during SSC meetings. The Council receives training throughout the year from the Coordinator of Compliance and Special Projects that focus on deepening knowledge on various policies, group facilitation and budgets. The Coordinator of Compliance and Special Projects works closely with the Executive Team of the Council to support and build their capacity prior to each meeting. For the 2021-2022 school year, the Parent and Community Engagement Liaison will work with the School Site Council to plan, design, implement and evaluate family engagement activities at school and district levels. During COVID, tracking family engagement in virtual meetings was not implemented with fidelity. The Parent and Community Engagement Liaison staff member will work closely with our leadership team, student support services, counseling team, and teachers in developing a robust programming throughout the school year to inform, empower and engage families on monthly basis. Engagement numbers will be reviewed and discussed on a regular basis as a method for reflecting and monitoring progress for increasing engagement among underrepresented families.|Parents have multiple opportunities to engage in meetings throughout the school year with the school leadership team, counselors, support staff and teachers. Parents have the opportunity to be involved in School Site Council that is intended to be a decision-making body that represents all stakeholders of the school community. The team develops, monitors and revises the Single Plan for Student Achievement and Local Control and Plan, the SSC allocates resources to support the plan. Teachers have parent conferences in the fall for all students to discuss and review students’ strengths and academic progress. Students have the opportunity to participate in the meeting. For the 2021-2022 school year, there will be a new position called the Parent and Community Engagement Liaison that will be the primary person responsible for offering a series of parent workshops and/or resources throughout the year that address student learning and development in the home, advocacy and training on school programs and academic initiatives specifically for parents/families of developing bilingual learners (EL Students). Strategies will be provided to parents and topics will be devised based on guardian needs of underrepresented families.|School leadership teams host monthly parent meetings to engage all families in the opportunity to receive updates, view and discuss school-wide data, meet and learn about various staff members, ask questions of concern and to build partnership with other families. All meetings are translated for Spanish speaking families. Multiple opportunities for feedback are provided throughout the school year to parents via online surveys. Parental participation has not been tracked during this unique time of COVID0-19. An area for improvement for the 2021-2022 is develop a tracking system to monitor the engagement of all families with a special emphasis on our underrepresented families. For the 2021-2022 school year, there will be a primary point person within our main office that will serve as the Parent and Community Engagement Liaison. This staff member will work closely with our leadership team, student support services, counseling team, and teachers in developing a robust programming throughout the school year to inform, empower and engage families on monthly basis. The Parent and Community Engagement Liaison will receive ongoing training and professional development in the best practices for working with and supporting our underrepresented families.|5|5|5|5|5|4|5|5|5|5|5|4|2021-06-14||2021 01612590128413|Aspire College Academy|3|We truly utilize and rely on the ELAC and SSC members to partner with our administration on our LCAP and budget priorities. Information is provided ahead of meetings to increase input and collaboration, however, an area of improvement is to figure out how to get information out to all parents and gather input as not all parents can have the time to attend ELAC or SSC meetings.|Similar to the strategies we have put in place to build relationships, requiring families to attend individual conferences with teachers has been a great way for our families to receive resources for supporting learning at home. In the spring we offer drop in workshops for families that focus on sharing best practices for families to assist with homework help. We also host a reading celebration in the spring that has a reading workshop component on supporting guided and independent reading at home. One are a of improvement is implementing daily homework support for families that is consistent across grade levels. We have found that parents are having a difficult time with supporting scholars every night and we need to be more proactive about this and provide more resources ongoing.|At the end of quarter 1, we engage families in individual conferences with teachers, which allows teachers and families to establish and strengthen their relationships to improve academic and social emotional outcomes for students. We also host various cultural celebrations (Latino Heritage and Black History nights) in which leading up to the event, scholars learn about the different aspects of each culture. The events bring the community together to help highlight and celebrate the contributions of each group to America and it is an opportunity for families to volunteer and contribute.Additionally, we host Principal Chat meetings, that give opportunity for parents to build relationships with the Principal and to hear about our plans as it relates to LCAP and other school priorities. Each quarter, we host a coffee chat for families to build community with admin and other staff and to share what is top of mind for families. One area that we can improve on is getting more parents involved on a daily basis. ACA is still focused on particular events and programs, but we want to build a more natural relationship between our families and school staff.|4|4|3|4|3|4|4|4|4|4|4|4|2021-06-17||2021 01612590129932|East Bay Innovation Academy|3|The LCAP and WASC processes have lent to points of collaboration and input for all stakeholders. The parent group PAC continued to meet throughout the year and have provided input on policy, program and procedures. For Covid-related decisions, all parent input (via survey) was taken into account.|Our learning management software Echo (communication, grades, asignments, resources) is accessible to all parents and after each trimester, parents engage in conversation with student and advisor pertaining to recent learning outcomes and goals. Teachers also engage in email/phone outreach to support students and families as needed. We continue to strengthen ways to reach students who are chronically absent.|EBIA has grown in its diversity since year one, and have prioritized recruiting staff who look like the community we serve. Through professional development and coaching, our team is building culturalawareness and responsiveness. We are seeking ways to increase parental involvement and feedback, via both online and other communication platforms.|4|4|3|3|4|4|5|4|2|3|3|3|2021-06-09||2021 01612590130633|Lighthouse Community Charter|3|This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this work.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports. This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.|The LEA has strong relationships with its families that were critical over shelter in place due to COVID-19 and subsequent reopening during the 21-22 school year, with many formal and informal opportunities for 2-way communication between families and educators, including Student-Led Conferences, Expos of student learning, and other celebrations of learning. One area the LEA is focused on is affirming and celebrating the importance of bilingualism as part of the LEA’s focus on better serving our multilingual students.|4|4|4|4|4|4|5|4|3|3|3|3|2021-10-06||2021 01612590130666|Aspire Lionel Wilson College Preparatory Academy|3|Need to improve and seek input from all stakeholders as related to the school decision-making process.|Need to improve and make progress in providing families with information and resources to support student learning and development in the home.|Improve communication with families and educators using language that is understandable and accessible to families.|3|4|3|2|3|2|4|2|2|2|2|2|2021-06-17||2021 01612590130732|Aspire Triumph Technology Academy|3|Our school implements our SSC and ELAC with fidelity. A next step is engaging more families to provide input on policies. We will hold monthly principal chats as an opportunity for all families to engage and interact.|We hold family-teacher-student conferences twice a year that are well attended and help families learn about student progress. A next step is more regular parent engagement outside of the scheduled parent conferences. We will do this by holding regular family engagement events.|Our school staff is committed to engaging families and affirming student and family strengths. One area of focus is creating more opportunities for families to become involved and engaged- we will plan more events with more lead time and clear communication with families.|3|3|2|3|3|3|3|2|4|4|2|3|2021-06-17||2021 01612590132514|Francophone Charter School of Oakland|3|Francophone is a small and growing school, and we are proud of how we have transitioned from the initial stages of charter school growth to now having strong systems in place to be able to seek input from parents on a regular basis. Parents provide feedback during weekly Coffee with the Executive Director meetings, in response to communication via Parent Square, through family surveys, and through our Parent Association. We have hired additional staff to support students with disabilities and English Learners and ensure their parents receive information about their legal rights and how to advocate for their children. We had begun the process of forming these committees prior to the pandemic, but much of this work was put on hold as we shifted our priorities to the immediate needs of students, staff, and families. Our School Site Council, the LCAP committee, continued to meet virtually during the school closure. We held online meetings and surveyed families for their input about key decisions during the pandemic, but it was difficult to form advisory committees during this time. Going forward, we will refocus our efforts to engage families around broader school decision-making through the formation of advisory groups and school surveys. Our board has transitioned from a working board, trying to manage all the logistics of running a school, to a governing board with a long-term vision actualized through our strategic plan. The board is using input from the parents, teachers, and principals to establish the long-term vision and set yearly goals. Francophone has also established an equity advisory group to provide professional development for teachers about delivering instruction through an equity-lens, as well as increasing the engagement of parents from underrepresented groups.|Francophone has developed practices that foster partnerships between families and staff in support of student growth. Francophone hosts parent conferences each semester with all of its families to not only inform families of student progress, but to also have them be partners in the work. Francophone plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences. The entire Francophone staff has successfully supported our families to support their children, both academically and logistically, in the distance learning format this year. We have seen the results of this support in high levels of student engagement and NWEA MAP test scores above the national average despite the distance learning format. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process. We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all Francophone families. We are into improving our SIS system to improve parent communication about student progress.|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through weekly Coffee with the Executive Director, monthly reports from the Executive Director, Parent Square. We are also strengthening these relationships with the reactivation of our parent association. Our parent survey data indicates our parent experience has been positive and we have been successful with 92% of parents agreeing that the school has kept them informed. We will strive to continue to strengthen our relationships with families by developing a calendar of family activities, continuing to grow our parent association, and by hosting in-person family meetings when it is safe to do so.|2|3|3|3|2|5|4|4|3|3|4|4|2021-06-21||2021 01612590134015|Lodestar: A Lighthouse Community Charter Public|3|This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this work.|The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports. This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.|The LEA has strong relationships with its families that were critical over shelter in place due to COVID-19 and subsequent reopening during the 21-22 school year, with many formal and informal opportunities for 2-way communication between families and educators, including Student-Led Conferences, Expos of student learning, and other celebrations of learning. One area the LEA is focused on is affirming and celebrating the importance of bilingualism as part of the LEA’s focus on better serving our multilingual students.|4|4|4|4|4|4|5|4|3|3|3|3|2021-10-06||2021 01612596113807|AIMS College Prep Middle|3|The LEA is working towards strengthening the way in which we seek input for decision making.|The LEA is working on strengthening the way that we are providing information and resources to support student learning and development in the home.|The school is engaging with various stakeholders to ensure that we are gathering information and to include all families.|4|5|4|4|4|5|5|5|3|3|3|3|2021-09-21||2021 01612596117568|Aspire Monarch Academy|3|We have completed elections for SSC and ELAC and have our first meetings scheduled. We also have a monthly Family Connections meeting where families choose topics they would like to learn about.|We have a Family Liaison who helps connect and engage families. We have had professional development for staff around family engagement.|Improve communication with families and educators using language that is understandable and accessible to families.|3|3|3|3|3|2|4|2|2|2|2|2|2021-06-17||2021 01612596118608|ASCEND|3|When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.|Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.|Our school facilitates a Family Leadership Council, a structure that is designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings. To monitor its efforts, our school administers the School Climate Assessment Instrument (SCAI) on an annual basis. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey is administered to all families. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year. Data are also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency.|4|4|4|4|4|4|4|3|4|4|5|3|2021-10-28||2021 01612750000000|Piedmont City Unified|3|The parent - school partnership is a strength of Piedmont. The parent community is very actively recruited and whole-heartedly participates in a variety of advisory committees and provides input in decision making through a variety feedback mechanisms including: WASC committees School Site Councils Parent Clubs LCAP Advisory Committee Equity and Inclusion Committee Health Council CTE Advisory, Technology Advisory, Special Education Advisory Committees Programmatic Surveys (ie Math) STEAM Committees Teacher Evaluation Surveys Climate Surveys Calendar Surveys Health and Safety Steering Committee Facilities Steering Committee Budget Advisory Committee Board Meetings Piedmont Education Foundation Parents work jointly with staff to develop and analyze surveys, develop site goals, and fundraise for school needs. Areas of improvement would be in outreach of non-English speaking households and continued work from the equity policy to increase involvement and support of under-represented groups.|Piedmont has established many policies and programs which provide families with information and resources to support student learning and development in the home. Newsletters, speaker series, engagement nights, open house, back to school nights, and conference days are all well attended and utilized. Areas of improvement would include language support for families of English Learners.|Parent Engagement is a strength for the Piedmont Unified School District. We provide many opportunities for parent participation in both decision making and program participation. We have several very active parent committees and engage our school community in a rich variety of trainings and workshops. Engaging with the parent community is a high priority and we enjoy working with parents for fundraising, classroom support and decision making. Keeping our parent community informed is important to continued success in shared decision making. Our LCAP goals now include an emphasis on equity and inclusion. In addition to creating a Director of Equity and Inclusion position, we have instituted community circle events. These restorative circles engage staff and community from different groups, including under-represented families, to create more meaningful communication and connection.|3|3|3|2|2|4|4|4|5|5|4|4|2021-10-13||2021 01612910000000|San Leandro Unified|3|Communication has been a key focus on the 2020-21 school year, for both students and families. ParentSquare, the district communication platform, has been an efficient and effective means for two-way communication between students and teachers, teachers and families, and administrators and families. The ability to communicate with targeted groups of students, in their chosen language, has been essential in pupil and family engagement and outreach this year. The divisions of Student and Educational Services have implemented a weekly Family Learning Series that informs, educates, and connects families to information, resources, and each other in service of student learning and wellness. Topics include ways to support students academically and socio emotionally, and we have launched specific series for families of students with IEPs and those with African American students in the district. Translation in Spanish and Chinese is provided for all sessions, ensuring broad access for families in SLUSD. The number of parents/guardians who responded to the California Healthy Kids Survey was almost doubled from 804 for SY 2019-2020 to 1,580 for SY 2020-21. San Leandro USD's parent facilitators have bridged the gap between home and school and consistently provide parent education opportunities, particularly for families to actively participate in the decision-making process. Our ELAC, SSC, and DELAC participation by parent leaders have substantially improved and has become institutionalized structures that promote parent leadership and voice.|San Leandro USD has dedicated resources at every school to build strong relationships with families. Parent facilitators bridge the gap between home and school by consistently providing parent education opportunities, particularly for those who have been historically marginalized. School Smarts Academy, a parent engagement program, exposes a wide range of parents to the big picture of how the education system works and empowers them to maximize the success of their own children and schools. Our ELAC, SSC, and DELAC participation by parent leaders have substantially improved and has become institutionalized structures that promote parent leadership and voice. Currently, we are planning a Parent Learning Institute focused on engaging our underrepresented families, by providing workshops to address college and career resources, parenting skills, health and wellness, and financial literacy. San Leandro USD has also adopted a two-way communication platform, ParentSquare, which allows families to have more systemic, integrated communication with teachers and school administrators. Embedded translation in the program allows parents to send and receive information in the languages they use at home. Districtwide translation into three languages is a standard operating procedure for information disseminated centrally, but ensuring that practice is echoed at each school site is a targeted improvement area for the current school year.|San Leandro USD hosts several information nights designed to educate families in ways they can support student learning and development. In addition to robust Back to School nights and Open Houses, where families are given feedback and learning pathways for their children, the district has implemented college and career information sessions, math support evenings, and specialized scholarship/financial aid scaffolded events to ensure families feel the extent of wraparound services available to them.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-29||2021 01613090000000|San Lorenzo Unified|3|SLzUSD seeks to give parents voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC), English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. It is our plan to expand our parent advocacy groups to include an Asian and Pacific Islanders group. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity on topics the parents choose and gather input on site and district policies and practices.|SLzUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC), English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering), and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. It is our plan to expand our parent advocacy groups to include an Asian and Pacific Islanders group. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. These groups also educate parents on understanding and exercising their legal rights and advocating for their children, but growth is still needed in this area. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families. Regular conferences scheduled with families on release days are additional opportunities teachers use to educate families about how to best support their students at home.|SLzUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC), English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), and District English Learner Advisory Council (DELAC) all provide parent education and collect parent input both in person and online that contribute to district decision-making. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families.|3|3|3|4|3|4|4|3|4|4|4|4|2021-10-19||2021 01613090101212|KIPP Summit Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 78% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|4|4|4|4|4|3|4|4|3|3|2021-06-02||2021 01613090114421|KIPP King Collegiate High|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|3|4|3|4|3|3|4|3|4|3|3|4|2021-06-02||2021 01750930000000|Dublin Unified|3|Dublin Unified offers a variety of professional development opportunities for parents such as Family Nights (due to COVID, these events have not been held). Representatives from each school's Parent/Faculty Club attend a monthly Parent Leadership Meeting with the Superintendent. The district Local Control Accountability Plan (LCAP) requires an LCAP Parent Advisory Group that meets throughout the year to monitor the district progress on LCAP goals and to provide input on the overall plan. There has been a concerted effort to have a variety of community members that represent the community.|Dublin Unified communicates with the Dublin community through a variety of ways including the district website, social media, press releases, and via ParentSquare. Parent volunteers are welcomed on our school sites. Our schools celebrate the diverse cultures that we serve. Every school has a Parent/Faculty Club (PFC) and a School Site Council (SSC). The mission of the PFC is to build relationships between faculty, students, and parents through fundraising and providing educational enrichment. School-based fundraisers, assemblies, and activities are open to parent involvement and participation. Dublin Unified recognizes the need for additional translation services in order to provide information to families in their home language.|Every school in Dublin Unified has both a Parent/Faculty Club (PFC) and a School Site Council (SSC). The purpose of the SSC is to develop, approve, evaluate, and modify site activities that support student achievement. Parents are able to monitor student progress through the District Parent Portal. The Parent Portal lets parents/guardians check attendance, GPA, missing/completed assignments, and offers a communication tool to teachers. Parents are kept aware of student progress through regular progress reports, parent/teacher conferences, and report cards. Dublin Unified has been working to facilitate translation services in order to communicate with families in their home language.|3|2|4|3|2|3|4|3|3|2|2|2|2021-06-22||2021 01751010000000|Pleasanton Unified|3|Due to the onset of the global pandemic and the mandated statewide Shelter in Place, PUSD did not conduct it’s yearly School Quality Stakeholder Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. When this survey was last administered in 2019, 2019 22% of families responded to the survey, an increase of 8% from 2018. In addition, 51% of staff and 18% of students submitted responses to the survey. In 2019 22% of families responded to the survey, an increase of 8% from 2018. In addition, 51% of staff and 18% of students submitted responses to the survey. Based on the survey, parents report the following strength. This school respects and values input provided by families 64% In addition, 2020-2021 the Local Control Accountability Council (LCAC) consisted of 15 members, including one student, 8 members of the committee had one or more current students in our District. The committee received information about programs associated with LCAP actions and services and gave feedback. Multiple committees of staff, teachers, parents, students and community members participated in a feedback process regarding LCAP through an online survey. Based on the results of the survey, the LCAC made final adjustments and recommendations to the Local Governing Board. At the District English Learner Advisory Council (DELAC), district leaders provided descriptions of PUSD's educational programs. Outcome data and other information was shared with the LCAC and the DELAC. Parents and guardians were given the opportunity to provide input regarding planned activities and data about actions within the LCAP. In order to gather stakeholder feedback specifically related to planning for the return to in person learning in Fall 2021, the district held multiple online Town Halls for staff, students and parents/guardians that shared pertinent information, gave opportunities to ask questions and receive answers and to respond to surveys and/or crowd sourcing through the district ThoughtExchange platform. Key themes from this ThoughtExchange indicate that parents and guardians are interested in a full return to five day school weeks as close to normal as possible for their students. They also shared their hopes for attention to social emotional and mental health needs for their students and their concern that students will not be able to return full time to school due to pandemic restrictions. Areas for Improvement were identified as follows in the TK-12 Stakeholder Survey: -This school/district should use family input to improve instruction Based on the ThoughtExchange responses, areas for improvement are: -The need for resources to address social emotional behavior and mental health -Ongoing need for risk mitigation strategies as students return to school|Due to the onset of the global pandemic and the mandated statewide Shelter in Place, PUSD did not conduct it’s yearly School Quality Stakeholder Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. When this survey was last administered in 2019, 2019 22% of families responded to the survey, an increase of 8% from 2018. In addition, 51% of staff and 18% of students submitted responses to the survey. Based on the survey, parents report the following strengths. The district has high learning standards for all students.84% Students receive the support they need to prepare for the future 70% In addition, despite the Shelter in Place mandate, trained facilitators implemented Loving Solutions and Parent Project Parent Education Programs that helped parents/guardians to support their children by teaching critical parenting skills. The LCAP funded Spanish speaking Social Worker provides support for all qualifying parents. School Smarts, which is a program provided through California PTA, was expanded to include approximately 100 families. In 2017-2018, there were 181 parent graduates at Pleasanton USD 7 Elementary Schools. These families represented 212 children impacted by parent’s participation in School Smarts. Surveys revealed that 85% of parents found School Smarts extremely valuable, while 90% of parents reported that facilitators were extremely effective. Areas for Improvement were identified as follows in the TK-12 Stakeholder Survey: Students in this school receive support that addresses their individual needs.29% Teachers give timely feedback about student work. 27% Teachers give helpful feedback about student work. 27% The District is currently in the process of developing a comprehensive Equity Plan and working together with an outside consultant which has as it's purpose: -Draw on the expertise of an equity consultant to build capacity to address equity issues at all levels of the organization -Address racism, marginalization of student groups, and microaggressions -Determine processes and actions to close access and opportunities gaps -Identify policies and practices that contribute to inequities and revise such policies -Assist with the planning, development and implementation of a multi-year Equity Plan -Provide ongoing professional development support for PUSD staff|Due to the onset of the global pandemic and the mandated statewide Shelter in Place, PUSD did not conduct it’s yearly School Quality Stakeholder Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. When this survey was last administered in 2019, 22% of families responded to the survey, an increase of 8% from 2018. In addition, 51% of staff and 18% of students submitted responses to the survey. Based on the survey, parents report the following strengths. Families are encouraged to attend school-sponsored activities, such as back-to-school night. 94% Families are informed about school-sponsored activities, such as tutoring, after-school programs, and student performances 80% Staff members and families treat each other with respect.86% The school encourages families to volunteer 84% The Stakeholder Survey has been conducted again in the Spring of 2021 and the results are pending. Throughout the past year, PUSD also held multiple Town Halls for families, students and staff to share information and gather feedback around remote learning, return to in person learning and planning for the 2021-2022 School year. This feedback was then analyzed and shared with stakeholder groups including the 2021-2022 Planning Steering Committee. This feedback reflected the need for transparent communication and systems of building trust. In addition, this information captured qualitative data about the district’s actions and services in response to the global pandemic and statewide Shelter in Place restrictions. In addition, in 2020-2021 eight District Wide Parent Liaisons continued to support parents at fifteen schools in becoming more involved in their child's education and more knowledgeable about the educational system. During the global pandemic, Parent Liaisons were critical in establishing lines of two way communication with school site office staff, administrators, teachers and other support personnel. Their efforts ensured that students and families had access to much needed chromebooks and hot spots in order to be able to access remote instruction and resources. In addition, they helped parents make connections within the school community by providing support during registration/enrollment, and providing language support for parent education workshops. Trained facilitators implemented Loving Solutions and Parent Project Parent Education Programs that helped parents/guardians to support their children by teaching critical parenting skills. The LCAP funded Spanish speaking Social Worker provides support for all qualifying parents. Areas for Improvement were identified as follows: *Build trust within the community *Increase transparency in communication with families and community members *Streamline access to resources for families with high needs *Consider stakeholder feedback more closely when making decisions|4|4|3|4|3|5|5|4|3|3|3|3|2021-06-24||2021 01771800138289|Latitude 37.8 High (SBE)|3|Latitude’s principal and Dean of Students hold monthly parent engagement events and monthly Family Leadership Council meetings. An SSC and ELAC are each in place, to ensure formal input into governance by families. In the Latitude charter petition, we identified the following outcome: Each year, at least 70% of students and families positively rate their voice in school decision-making and/or opportunity for feedback. Latitude administered the SCAI Survey (School Climate Assessment Instrument) in February 2021. On the Parent Engagement Measure, family responses averaged a 5.0 out of 5. On the Consideration of Student Input measure, student responses averaged a 3.99 out of 5. In Family Leadership Council meetings, we have engaged our key stakeholders in reviewing the current year’s data to date. We also discussed new developments in academic interventions and in our instructional program. Through this process, we began our Site Plan engagement for the Single Plan for Student Achievement. At our Family Leadership Council meetings, we have reviewed the Title I Parent Involvement Policy and School-Parent Compact for the following school year. We have also reviewed and adopt our site plan (including categorical funding budget and expenditures).|To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June. To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure. Latitude administered the SCAI Survey (School Climate Assessment Instrument) in February 2021. The survey responses from Students, Families, and Staff were consistently positive, averaging well above a 3.0 out of 5. On the School Safety Measure, student responses averaged a 4.34 out of 5, and family responses averaged a 4.67 out of 5. On the Learning and Assessment Measure, student responses averaged a 4.22 out of 5, and family responses averaged a 4.26 out of 5.|Involved parents anchor Latitude in the community. Recognizing that parents are a child’s first teachers, the Latitude team envisions a true partnership among parents, teachers, and students in order to create a thriving school. Toward this end, we hold the following goals: Create empowered families that actively participate in school decisions Build strong family and school relationships Maintain clear, consistent, and inclusive communication As reflected in our School Climate Assessment Instrument (SCAI) data, we have strong buy-in from our families. We've engaged our families through beginning-of-the-year home visits, twice-a-year Student-Led Conferences, twice-a-year Exhibitions, and twice-a-year Presentations of Learning. We've also held monthly dinners that brought together families and student leadership, and we've sent out monthly newsletters with stories, photos, and updates on the school. For shorter communications, we've used ParentSquare to stay in close touch with families. Our staff also updates our school website and social media sites regularly to stay connected with families.|4|4|4|4|4|4|4|3|4|4|5|3|2021-10-28||2021 04100410000000|Butte County Office of Education|3|The LEA makes school site council training accessible to parents serving on the council. In addition, the LEA supports principals with identifying ways to engage stakeholders in authentic decision-making that supports social emotional wellness and student achievement. BCOE schools are small learning communities. Administrators, teachers and support staff at each site reach out to parents to invite them to be a part of training and the decision making process. Because BCOE schools serve at-promise youth, staff also reach out to community partners to seek their participation. Site administration works with stakeholder groups to add site-specific language to required documents and the Site Council provides feedback and approves documents for distribution. Required documents are distributed as an Appendix to the Site Handbook each fall. The LEA ensures information related to school and parent programs, meetings, and other activities is sent to the parents of participating students in a format, and to the extent practicable, in a language the parents can understand. Sites utilize bilingual staff to translate documents and/or meetings, as requested. The LEA provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (such as sign-language interpreters, etc.) to parents and family members, as requested. Sites make special accommodations for families that have accessibility needs, or other special needs, which make corresponding with the school difficult. All buildings are ADA compliant and the LEA supports 508 compliance for websites. The LEA also supports sites with identifying systems for two-way communication. Identified areas for improvement include use of student group data to develop site family engagement plans and personal invitation of underrepresented families reflective of the school demographic to the school site/ advisory council and decision-making process.|With LEA technical assistance, BCOE schools implement site level family engagement plans. Plans are designed to build relationships, create partnerships, support parents with participating in the decision-making process and improve communication with families to increase student achievement. BCOE schools follow Superintendent Policy for parent and family engagement. Parent and family engagement policy is reviewed and stakeholder feedback received at school site council meetings. The intention of this work is to identify barriers and develop strategies/solutions for implementation in alternative education programs. Other school site strategies include inviting parents/ guardians to participate in workshops designed to support social emotional wellness and academic achievement; LEA policy distribution to parents and family members of participating children; other materials and training to help parents work with their children to improve social emotional learning and achievement; regular participation in Student Study Team and IEP team meetings. Identified areas for improvement include use of student group data to develop site family engagement plans and more consistently providing opportunities for parents to learn about social emotional, behavior and achievement topics to better support their child(ren), especially during times of distance learning.|Because BCOE schools support at-promise youth, staff remain in close contact with parents/ guardians (in person and by phone) in an effort to support student social emotional and achievement needs. Site principals support stakeholders with review of state and local data during site council or advisory council meetings. Stakeholders engage in discussion and provide feedback regarding the annual Needs Assessment and action steps for accountability reports. Sites use several strategies to create a two-way communication system e.g., Remind app, a link to provide feedback on all outgoing communication and Catapult Content Management for K12 Schools, Edgenuity online curriculum platform communication. Identified areas for improvement include use of student group data to develop site family engagement plans and continued development of distance relationships during times of distance learning.|3|3|3|3|3|3|3|3|3|2|2|2|2021-06-28||2021 04100410114991|CORE Butte Charter|3|CORE Butte’s CAC (Charter Advisory Council) is composed of mostly teachers and parents. The parent vacancies are always full and the parent members are extremely active on the council. This council drives the LCAP, title one program, ELD and other school-wide decisions. This council also makes recommendations to the board of directors. The Board of Directors is composed primarily of parents as well. Thus, parents are driving the decisions the school is making. Administrators and staff are highly involved in decision making through specially designed communication groups that lead to CAC and the BOD. Administrators are trained to view all aspects of decisions, along with staff and parents that participate in the CAC anc BOD. One barrier to full implementation is that the school has not focused on increasing the involvement of underrepresented groups in the school community. Though all members of the community have the ability to run for Charter Advisory Council or the Board of Directors, the school has not intentionally marketed to any one group. Another barrier is that all surveys are sent electronically, thus potentially not reaching the underrepresented populations as well, potentially skewing the data. This year, the school also implemented virtual Town Hall meetings at which all attendees had the opportunity to to ask live questions and seek clarification. Polls were presented live during the presentation in order to get the most real data. These Town Halls were then recorded and sent out to the entire school community.|As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights of the student and decisions are made based upon this information. Again, the major barrier may be transportation for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school. Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.|CORE Butte’s entire program is based upon the relationship with the key stakeholders in a child’s educational program. The parent/guardian, student, and teacher make up the team to help direct the student’s educational journey and program. Through regular face to face meetings with the team, the school is able to communicate directly with each family at minimum two times monthly and often times more. Included in this team are important support services including, but not limited to, special education services, title one intervention services, student support services and social work and/or mental health services. All electronic communication is sent via Parent Square, a program that will translate and send all communications in the native language of the family so that all families have access to important information sent by the school. The school has worked to provide alternative access to training, meetings, and events through the use of online platforms such as zoom or sending pre-recorded presentations. The school can continue to work on engaging underrepresented populations by continuing to offer alternative means to accessing training, meetings, and communication with staff.|5|5|5|5|5|5|5|5|5|5|4|4|2021-06-11||2021 04100410134213|Come Back Butte Charter|3|The LEA makes school site council training accessible to parents serving on the council. In addition, the LEA supports principals with identifying ways to engage stakeholders in authentic decision-making that supports social emotional wellness and student achievement. Come Back is a small learning community. Administrators, teachers and support staff reach out to parents to invite them to be a part of training and the decision-making process. Because Come Back serves at-promise students, staff also reach out to community partners to seek their participation. Site administration works with stakeholder groups to add site-specific language to required documents and the Site Council provides feedback and approves documents for distribution. Required documents are distributed as an Appendix to the Site Handbook each fall. Come Back ensures information related to school and parent programs, meetings, and other activities is sent to the parents of participating students in a format, and to the extent practicable, in a language the parents can understand. Come Back utilizes bilingual staff to translate documents and/or meetings, as requested. The LEA provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (such as sign-language interpreters, etc.) to parents and family members, as requested. Come Back makes special accommodations for families that have accessibility needs, or other special needs, which make corresponding with the school difficult. The building is ADA compliant and the LEA supports 508 compliance for websites. The LEA also supports Come Back with identifying systems for two-way communication. Identified areas for improvement include use of student group data to develop site family engagement plans and personal invitation of underrepresented families reflective of the school demographic to the school site/ advisory council and decision-making process.|With LEA technical assistance, Come Back implements a site level family engagement plan. The plan is designed to build relationships, create partnerships, support parents with participating in the decision-making process and improve communication with families all in an effort to increase student achievement. Come Back follows Superintendent Policy for parent and family engagement. Policy is reviewed and stakeholder feedback is received at school site council meetings. The intention of this work is to identify barriers and develop strategies/solutions for implementation in alternative education programs. Other school site strategies include inviting parents/ guardians to participate in workshops designed to support social emotional wellness and academic achievement; LEA policy distribution to parents and family members of participating students; other materials and training to help parents work with their students to improve social emotional learning and achievement; regular participation in Student Study Team and IEP team meetings. Identified areas for improvement include use of student group data to develop a site family engagement plan and more consistently providing opportunities for parents to learn about social emotional, behavior and achievement topics to better support students.|The principal supports stakeholders with review of state and local data during site council meetings. Stakeholders engage in discussion and provide feedback regarding the annual Needs Assessment and action steps for accountability reports. Because Come Back supports at-promise students, staff remain in close contact with parents/ guardians and students (in person and by phone) in an effort to support social emotional and achievement needs. Come Back uses several strategies to create a two-way communication system e.g., Edgenuity curriculum platform communication and Catapult Content Management for K12 Schools and staff exchange of phone numbers with parents, guardians and students. Identified areas for improvement include use of student group data to develop a site family engagement plan and continued development of distance relationships during times of distance learning.|4|4|3|4|4|3|3|3|3|3|3|3|2021-06-28||2021 04100410430090|Hearthstone|3|The LEA makes school site council training accessible to parents serving on the council. In addition, the LEA supports the principal with identifying ways to engage stakeholders in authentic decision-making that supports social emotional wellness and student achievement. Hearthstone is a small learning community. Administrators, teachers and support staff reach out to parents to invite them to be a part of training and the decision making process. Because Hearthstone serves at-promise youth, staff also reach out to community partners to seek their participation. Site administration works with stakeholder groups to add site-specific language to required documents and the Site Council provides feedback and approves documents for distribution. Required documents are distributed as an Appendix to the Site Handbook each fall. Hearthstone ensures information related to school and parent programs, meetings, and other activities is sent to the parents of participating students in a format, and to the extent practicable, in a language the parents can understand. Hearthstone uses bilingual staff to translate documents and/or meetings, as requested. Hearthstone provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (such as sign-language interpreters, etc.) to parents and family members, as requested. Hearthstone makes special accommodations for families that have accessibility needs, or other special needs, which make corresponding with the school difficult. The building is ADA compliant and the LEA supports 508 compliance for the website. The LEA also supports Hearthstone with identifying systems for two-way communication. Identified areas for improvement include use of student group data to develop site family engagement plans and personal invitation of underrepresented families reflective of the school demographic to the school site/ advisory council and decision-making process.|plan is designed to build relationships, create partnerships, support parents with participating in the decision making process and improve communication with families to increase student achievement. Hearthstone follows Superintendent Policy for parent and family engagement. Parent and family engagement policy is reviewed and stakeholder feedback received at school site council meetings. The intention of this work is to identify barriers and develop strategies/solutions for implementation in alternative education programs. Other site strategies include inviting parents/ guardians to participate in workshops designed to support social emotional wellness and academic achievement; LEA policy distribution to parents and family members of participating children; other materials and training to help parents work with their children to improve social emotional learning and achievement; regular participation in Student Study Team and IEP team meetings. Identified areas for improvement include use of student group data to develop site family engagement plans and more consistently providing opportunities for parents to learn about social emotional, behavior and achievement topics to better support their child(ren).|The LEA supports stakeholders with review of state and local data during site council meetings. Stakeholders engage in discussion and provide feedback regarding the annual Needs Assessment and action steps for accountability reports. Because Hearthstone serves at-promise youth, staff remain in close contact with parents/ guardians (in person and by phone) in an effort to support student social emotional and achievement needs. Hearthstone uses several strategies to create a two-way communication system e.g., links to provide feedback on outgoing communication and Catapult Content Management for K12 Schools, the Edgenuity online curriculum platform. Identified areas for improvement include use of student group data to develop site family engagement plans and continued development of distance relationships during times of distance learning.|4|4|3|3|4|4|4|4|4|4|2|3|2021-06-28||2021 04613820000000|Bangor Union Elementary|3|Families have many opportunities to be engaged in meetings. One way we are working to improve participation of families is to increase communication in the form of positive PR and hot topics in newsletters, website updates, and facebook posts, so families feel more connected to the goals and activities of school.|Although there are scheduled report cards (and progress reports) and parent conferences, a clear communication guide needs to be developed to include timelines and content to be shared with parents.|Bangor School has had a significant increase in parent survey responses. Additionally, parent nights and opportunities to be involved in student decisions has increased. Families and the community are invited to participate in BPA Bangor Parent Association, LCAP/ School Site Council, Back to School Night, Open House, School Board Meetings, and all other school meetings and activities. To improve engagement of underrepresented and all families, Bangor School will hold monthly meetings or activities to provide opportunities for involvement. These activities and meetings will be announced through the school newsletter, website, calendar, flyers, and/ or phone calls home.|3|3|2|3|3|2|3|2|3|3|3|2|2021-10-21||2021 04614080000000|Biggs Unified|3|At all school sites the district has very involved parents groups. The parents groups represents all groups of students throughout the district. We will continue to ensure parents from underrepresented families are at the forefront of our efforts to continue to give opportunities for all families|A major strengths of the district is the size of our schools. We know the parents and they know us. Parents truly understand our open door policy and interact with the district on several levels. We have made an effort to hire staff that can help us strength ties with underrepresented families. Our goal will be to continue to ensure everyone has a voice in the district|The yearly school survey addresses Parent Engagement, as a school district we support and encourage parents and school staff working together to support and improve the learning, development, and health of all of our students. Communication with parents is essential and we do this with district websites, teacher websites, monthly newsletters, email and phone calls, remind, and goggle classroom. We have an open door policy and welcome parents on campus. Biggs and Richvale elementary schools have an active Parent’s Club and Site Council. Biggs High School has an active Sports Booster Club and Site Council. The results from the yearly survey were positive.|5|4|4|5|4|4|4|4|4|4|4|4|2021-10-06||2021 04614240000000|Chico Unified|3|Parents are regularly invited to advisory group meetings such as English Learner Advisory Council, School Site Council, and Local Control and Accountability Plan input meetings. Outreach takes place via text message, email, phone, Targeted Case Managers, flyers, and websites. Translation is provided as necessary for Spanish and Hmong speakers. The input from these groups informs decision-making at the site and district levels. Under normal circumstances beginning the fall of 2021, family engagement nights will return as a common practice in Chico Unified, including Back to School Night, Open House, and a variety of special events and student performances.|Chico Unified believes that in order to best serve our students, we need to develop and maintain strong partnerships with our families. The district provides bilingual targeted case managers at each site to facilitate parent communication and guide families to school and community resources. The district also partners with Butte County Behavioral Health, the Aurora House, and Far Northern Children’s Services to provide additional support to families outside of the school day. Counselors and Guidance Specialists work with students to provide early mental health support and regularly meet with parents regarding student needs and progress. Parents routinely take part in parent-teacher conferences at the elementary level, Individualized Education Plan meetings, Student-based Intervention Team meetings, and 504 plan meetings. At the secondary level, academic counselors work with students and families in order to ensure that students are on track to meet academic requirements. At-Risk Counselors are provided to secondary students for additional support and regularly meet with parents regarding student needs and progress. Student attendance is monitored and families are contacted when attendance issues arise. Teachers and administrators are accessible and responsive to all families.|Building relationships with all of our families is a major priority of Chico Unified School District. Based on needs identified on our State Dashboard, we have identified specific student groups in need of additional support. Addressing these needs necessitates working with families, accessing community resources and training staff. District Leadership Team meetings, as well as school staff meetings, have focused on meeting the on-going needs of students that are part of student groups needing additional support. Survey results indicate that our families feel welcome in our schools. Trauma-Informed training has been provided to all staff members. Parent Outreach has been enhanced by a new communications system that allows staff members to communicate directly with parents via text message, phone, and email. Messages are translated into Spanish as necessary. School and district websites are kept up to date to meet accessibility guidelines. Translation is provided at parent meetings and parent-teacher conferences as needed for Hmong and Spanish speakers. Families are welcomed into our school sites for a variety of family events, including festivals, open houses, student performances and parent input meetings (School Site Council, English Learner Advisory Committees).|4|4|4|4|4|4|4|4|4|4|4|5|2021-06-23||2021 04614240110551|Nord Country|3|Nord Country School provides opportunities for teachers, staff and parents to work together in advisory groups. These groups help review and revise school documents such as the LCAP and the Expanded Learning Opportunities (ELO) plan. There is however, a disparity in families who serve on these advisory groups. Our Hispanic and Low Socioeconomic families are under-represented. Beginning in the 2021-2022 school year, new staff will be able to reach out directly to these families. They will be able to explain in better detail what the different advisory groups do and promote their participation.|Nord Country School regularly communicates with parents through newsletters and through our student information system. Teachers communicate weekly with families regarding their student's progress and behavior as well as to give reminders and share classroom news. Parent/teacher conferences are scheduled with each family (Kindergarten through 5th grade) to review report cards, address student progress toward meeting grade level standards, and to discuss ways to work together to support improved student outcomes. Family night presentations have been held in order to give families ideas and resources for things they can do at home with their children to support academic growth. Beginning in the 2021-2022 school year, new staff will be hired to work directly with our Hispanic families (e.g., through phone calls, home visits when appropriate, and meetings). These personal outreach efforts will be made in order to help improve the engagement of underrepresented families, increase their comfort in participating in school events, thereby giving more opportunities for these groups to feel a sense of belonging.|Building relationships with our families is one of Nord Country School's greatest strengths. As a small school we are able to develop close ties with our families. Prior to COVID, many parents, grandparents, as well as community members volunteered at our school on a regular basis, logging over three-thousand volunteer hours every year. (Averages are based on our office volunteer sign-in log.) In the 2021-2022 school year, the administration plans to have staff dedicated to reaching out to our underrepresented families. Staff will ensure that notices of student and family events are sent home in a family's native language. As families learn that there is someone on staff that they can reach out to directly, we believe their engagement will improve.|5|4|4|3|5|4|5|3|4|3|3|5|2021-06-30||2021 04614240118042|Forest Ranch Charter|3|Typically, this is an area of strength for FRCS as we were started by families and community members. Parents are involved in most decision making and aspects of school operations. Parents and students also have well developed channels of communication when they have a need or to express concerns. As a result, survey data consistently shows that families feel their input is valued and that they have frequent opportunities to participate. However, during the Covid pandemic a great deal of time was spent on basic needs and emergency communications rather than integrating new families into the campus community and showing them typical procedures. Our focus for improvement for next year will be to make sure new and underrepresented families have frequent opportunity to connect with staff, are invited to campus activities and have individualized time to learn about campus procedures including how to communicate and be more involved|FRCS works hard to make sure all families and students are heard and have the resources they need to support learning at home and at school. A few ways this is done is by providing regular parent meetings and access to educational materials, teacher tutoring sessions, parent ed. opportunities, training in parent/student rights and support with needed advocacy and extensive training for faculty and staff in how to better support our diverse family needs.|FRCS works hard to meet individual family and student needs, particularly those who are struggling by providing a wide range of customized services to families in need, extensive training for faculty and support staff in family centered practices and frequent communications and 1/1 connections. A focus area for improvement would be the timing, frequency and mode of group communication. This is an area identified for improvement through our parent survey, staff, students and our board (all stakeholder groups). A plan will be taken to our board at the beginning of the 21-22 school year and progress will be reviewed at each board meeting|4|4|4|4|4|3|4|4|4|3|3|4|2021-06-29||2021 04614240120394|Inspire School of Arts and Sciences|3|Parents are regularly asked for feedback and back to school nights and information sessions are held for parents to get more involved. To refer a student to the MTSS process, the teacher must show that they have contacted parents first. Parents also have the option to opt-in to a weekly progress report email that comes straight from their student information system. Staff feedback indicated that since they are a small school, they know most of their parents and have a good working relationship with them. One area of improvement Inspire can work on is the need for a formalized advisory board that includes parent involvement. While we regularly include parents in all aspects of decision-making, we have a need for a formalized advisory board that includes parents of students from underrepresented groups.|Inspire took parental concerns into account during distance learning due to the pandemic. Hearing parent concerns and frustrations with student stress, Inspire pivoted to a 1x8 schedule where students focused on one subject matter each month, instead of eight subjects each week. This shift was in reaction to the outcry of parents and students. One area for improvement in supporting strong partnerships between parents and staff is the need for supporting families in understanding and exercising their legal rights and advocating for students.|The school leadership has employed multiple strategies to keep all stakeholders informed with a wide range of platforms for communication and engagement. Stakeholders are informed of events, clubs, safety plans, and changes to the school programs. Families are encouraged to get involved on and off campus through fundraising and events. Student showcases are a way for parents/guardians to see what students have been learning. Inspire uses multiple online platforms to keep parents informed and updated. One area for improvement is Inspire's outreach to Spanish-speaking families. This year, the school hired a Spanish-speaking liaison to serve as a support for parents and to provide translation services when needed.|4|4|4|4|4|4|4|3|4|3|4|3|2021-11-09||2021 04614240121475|Sherwood Montessori|3|We had the highest number of participants in the Community Survey ever.|Sherwood achieved parent engagement with: Families’ participation in SMPO sponsored events, Back to School Night, a School Reopening Zoom meeting, and parent/teacher conferences.|Typically, we include in our Community Survey a question about volunteerism and a question about opportunities the school extends to learn about Montessori Education. The pandemic limited volunteer opportunities, although parents were called on to partner in their children’s education through distance learning. Parent education shifted from learning about Montessori education to learning how to partner with teachers to deliver Montessori education.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-20||2021 04614240123810|Wildflower Open Classroom|3|"Wildflower Open Classroom holds three Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each spring Wildflower Open Classroom administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making process. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at the school’s fall Town Hall Meeting. The results of the survey are utilized in the following ways: • To create annual Board of Director and School Director goals and initiatives • To create community and parent goals via our parent group, Wildflower Community Council • To create goals on the school’s Local Control Accountability Plan • To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting."|"Wildflower Open Classroom holds three Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each spring Wildflower Open Classroom administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making process. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at the school’s fall Town Hall Meeting. The results of the survey are utilized in the following ways: • To create annual Board of Director and School Director goals and initiatives • To create community and parent goals via our parent group, Wildflower Community Council • To create goals on the school’s Local Control Accountability Plan • To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting."|"Wildflower Open Classroom holds three Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each spring Wildflower Open Classroom administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making process. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at the school’s fall Town Hall Meeting. The results of the survey are utilized in the following ways: • To create annual Board of Director and School Director goals and initiatives • To create community and parent goals via our parent group, Wildflower Community Council • To create goals on the school’s Local Control Accountability Plan • To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting."|4|4|5|4|4|4|4|4|4|4|4|4|2021-06-28||2021 04614240137828|Pivot Charter School North Valley II|3|Pivot Charter School staff build strong relationships with families and communication at Pivot Charter School is unique (i.e. unlike other, more traditional school settings). Families and students often go directly to their designated Educational Coordinator (credentialed teacher) when they have concerns, questions, suggestions, etc. They also have access to their Site Administrators when they wish to engage in school decision-making. Families also can request to meet with the Executive Director and are encouraged to attend Pivot board meetings. Parent and student surveys are employed every Spring and shared with families directly from the school and additionally from each student’s Educational Coordinator. Pivot utilizes ParentSquare to build the school community throughout the school year. Improving engagement of underrepresented families starts with building relationships but taking it further will take a focused effort. The first step of that is identifying the underrepresented families and targeting them for engagement and feedback. The school closures due to COVID resulted in more communication and engagement happening in a virtual environment, through emails and phone calls instead of in person. This has made it more challenging to improve the different types of opportunities for community engagement. We hope that as schools continue to fully reopen, we can increase the opportunities for families to collaborate with school staff.|Pivot Charter School educators utilize a multitude of methods to engage families and students with discussing student progress and ways to work together to support improved student outcomes. In addition to discussing the results of initial assessments regarding the academic gaps of student knowledge, educators utilize Pivot’s MTSS infrastructure to bring everyone together. Supplemental curricula (e.g. i-Ready, Exact Path, and Lexia) is provided to students and families to use not only at school, but at home. Additional resources and tools to support students in using the online curricula are continuing to be researched and supplied to families. Pivot administrators attend training and professional development regarding building these partnerships. They then work with their on-site staff and bring with them what they have learned. Specific examples include trauma-informed care training and other professional development. Pivot employs many staff members with knowledge of specific rights and policies for those underrepresented families, like Pivot’s liaison for foster and homeless children and youths who can use that expertise to focus on ways to improve the engagement of underrepresented families when building partnerships for student outcomes. Additionally, Pivot Charter School is working with a Diversity, Equity, and Inclusion (DEI) consultant to identify areas for Pivot to improve and grow in this area.|Pivot Charter School prides itself on its consistent and thorough communication with students and their families. Each student has an Educational Coordinator (credentialed teacher of record) dedicated to supporting not only their students, but their parents as well. The goal of all Pivot staff is to build relationships with families so that we can work together to best support students. Pivot Charter School is continuing to find ways to provide and improve two-way communication between families and educators when the educator does not speak the native language of the student and/or their family. While Pivot does employ Spanish-seeking educators to work directly with EL students and their families, it is a goal to hire more. Pivot also utilizes professional translation services for documents and important meetings when a staff member is not available to speak in a family’s native language. There is also an increased campaign to translate more Pivot documents into languages other than English. Additionally, Pivot Charter School is working with a Diversity, Equity, and Inclusion (DEI) consultant to identify areas for Pivot to improve and grow in this area. It is a robust process of conducting a culture survey, development of long term goals as they relate to DEI, and a plan to implement professional development changes to ensure that we are engaging all populations at Pivot and supporting all students in a manner that makes them feel comfortable and in which they can be academically successful.|5|4|4|4|3|4|5|4|3|2|3|2|2021-06-04||2021 04614246113773|Chico Country Day|3|CCDS has a strong system to include all voices in decision-making. We have Family Collaboratives, surveys, video messages, and board meetings where all stakeholders can effectively engage. CCDS is working on finding ways to seek input from underrepresented groups in the community.|CCDS has partnered with Learning Center Collaborative, CGI Math, and Butte County Office of Education to provide professional learning to all staff. Through these partnerships, we are developing a Graduate Profile, moving toward competency-based grades, and learning about inclusive and antiracist practices. We are also providing parent information nights and training so they can support student learning at home. To ensure underrepresented families are engaged we are hiring additional staff to individually connect with families.|CCDS reaches out to parents and community members of all backgrounds through emails, e-fliers, surveys, videos, board meetings, and family collaborative meetings. Teachers also send out a weekly parent newsletter and our robust volunteer program always for families to participate in their child's learning. We are working on strategically identify school and community resources and helping families access them.|5|5|4|4|5|4|5|5|5|4|4|4|2021-06-22||2021 04614246119523|Blue Oak Charter|3|Blue Oak engages parents in decision-making through Charter Council membership, board-level committees, advisories, Parent Council, classroom meetings, town halls, and Parent Square surveys. Last year, the need to address COVID increased engagement significantly. Blue Oak will implement specific practices to engage underrepresented families in decision-making during this school year.|Teachers receive annual professional development concerning student outcomes which help with families communication and support in the home. We continue utilizing continuous improvement practices to better engage families in all aspects of the school.|Blue Oak has a strong tradition of family engagement. Teachers connect with parents regularly through class meetings, Zoom and Parent Square. Parents engage through Charter Council Membership and committees. Blue Oak is revisiting traditional practices reflecting on improving a more diverse family community.|4|3|2|4|5|4|4|4|5|5|5|4|2021-06-15||2021 04614320000000|Durham Unified|3|The Durham Unified School district values parental participation and meaningful partnering opportunities to assist student academic in extracurricular learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active School Site Councils and Parent/Teacher organizations in which district programs are discussed and input garnered. Cafe con las familias is a standing monthly meeting targeting Spanish speaking parents. This group's input is sought on every district related initiative, as well as daily services for students. This group has also provided a link between our Spanish speaking parents and our PTS' and School Site Council's) In addition, a Citizen's Oversight Committee has been established to monitor Bond expenditures, and to report to the community at large.); parent log-on rates to our student information system to monitor attendance and grades (currently 52%, which equates to 33,502 log-ins grades 6-12 in ‘17/’18); rates of successful mass messaging through both email (currently 86%), and phone (currently 100% of English and Spanish households have registered their numbers on our system); numbers of parent volunteers (currently in excess of 500, with total volunteer sign-ins to our campuses exceeding 6200); and the members of our Durham Community Foundation, who are responsible for our new DHS stadium. Additionally, parents are queried regarding a number of topics including key questions which they rank high to low on a numeric scale. The questions include: our school seeks input and encourages parental participation in decision making our school promotes parental participation in programs :and as parents we feel like valued partners in our child’s education. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their childrens’ educational opportunities. We need to continue to monitor and build the communication with these families, and strengthen our pro-active outreach to parents and families who are new to the district, whether their children are starting school in Durham at the beginning, or during the academic year.All metrics are monitored in our LCAP , which can be viewed at: http://durhamunified.org/wp-content/uploads/2019/06/2019-2020-DUSD-LCAP.pdf|The Durham Unified School district values parental participation and meaningful partnering opportunities to assist student academic in extracurricular learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active School Site Councils); parent log-on rates to our student information system to monitor attendance and grades (currently in excess of 50%, which equates to 23,130 log-ins grades 6-12 in ‘18/’19); rates of successful mass messaging through both email (currently 88%), and phone (currently 100% of English and Spanish households have registered their numbers on our system); numbers of parent volunteers (currently in excess of 500, with total volunteer sign-ins to our campuses exceeding 5,400); and the members of our Durham Community Foundation, who are responsible for our new DHS stadium and ongiong support in many areas. Additionally, parents are queried regarding a number of topics including key questions which they rank high to low on a numeric scale. The questions include: our school seeks input and encourages parental participation in decision making our school promotes parental participation in programs :and as parents we feel like valued partners in our child’s education. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their childrens’ educational opportunities. All metrics are monitored in our LCAP , which can be viewed at: http://durhamunified.org/wp-content/uploads/2019/06/2019-2020-DUSD-LCAP.pdf|The Durham Unified School district provides information and support to families' advocacy for their students, as well as their legal rights via the engagement opportunities identified in metric #4. In all of those venues, parents are encouraged to question and discuss our programs and services, and advocate for their children. Information that is relevant to parents is routinely shared proactively at those meetings. Our Bilingual Para-educator and our Bilingual Family Liaison provide pro-active outreach to our Hispanic and Spanish speaking parents/families. All of our critical documents, as well as phone/email communication are provided in Spanish, as well. We need to continue to monitor and build the communication with these families, and strengthen our pro-active outreach to parents and families who are new to the district, whether starting at the beginning, or during the academic year. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their childrens’ educational opportunities. All metrics are monitored in our LCAP , which can be viewed at: http://www.durhamunified.org/documents/-18-19%20Draft%20LCAP%20June%2015%202018.pdf|4|3|3|5|3|3|4|4|4|3|4|3|2021-06-23||2021 04614570000000|Golden Feather Union Elementary|3|Even in the midst of the global Pandemic and school closures due to COVID 19, the school made robust efforts to solicit input from all stakeholder groups. Area of focus will be providing families with a safe and accessible opportunities to make decisions.|The district has made an investment in communication systems to link parents to the classrooms. Our calendar now has progress report dates. An area of improvement would be an early warning system that flags our SIS.|One strength would be parent participation in schoolwide surveys. An area for improvement would be parent attendance at school sponsored events. We will offer multiple methods of attendance - both in person and home based.|3|3|3|3|3|1|3|4|3|3|3|3|2021-06-24||2021 04614990000000|Manzanita Elementary|3|MESD has implemented multiple strategies for students, families, community members, classified and certificated staff as well as the governing board to provide input in developing the LCP, SPSA, Expanded Learning Opportunities Grant, and this LCAP. Even in the midst of the global Pandemic and school closures due to COVID 19, MESD has made robust efforts to solicit input from all stakeholder groups. These groups included Site Council, ELAC, and school board meetings. An area fro improvement would be increasing the level of participation with English Learner families in ELAC meetings.|Manzanita greatly values building partnerships for successful student outcomes. Manzanita staff communicate with families about student progress throughout the school year via parent conferences as well as report cards. In addition, student progress is tracked over several years and shared with parents. An area for improvement would be to host trainings for parents so that they can better support their children at home.|Manzanita continues to place a strong emphasis on building relationships between staff and families. Manzanita uses the Parent Square communication system to stay in contact with parents. Manzanita holds numerous events during the school year including back-to-school night, open house, Fall and Spring Festivals, movie nights, family dances, and many more community-building activities. An area of improvement is to increase the participation in ELAC meetings among our English Learner families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-16||2021 04615070000000|Oroville City Elementary|3|At the district level OCESD has actively recruited our families to be engaged in the process of developing our Local Control Accountability Plan. A district committee was established during the 20-21 school year called, Supportive School Climate Committee, to ensure we were hearing from our underrepresented groups. This committee is designed specifically to address the needs of students in the underrepresented groups. Our challenge will be to continue the interest and support of the underrepresented groups and grow the committee over time. The school sites follow a process to involve parents in the development of the Single Plan for Student Achievement and to participate in the school ELAC. At our school sites, we have the support and involvement of parents as they work with their child's teacher. Our schools have different levels of parent engagement. To address the challenges some of the schools face, actions in the SPSA have been developed. OCESD has also hired two liaisons to help with the parent involvement by recruiting parents to attend ELAC and SSC meetings. In addition, the parents liaison is also working with the site administrators on how to retain the parents interest and lead the meetings.|OCESD has created two positions for a Hmong and a Hispanic liaison to support our families. Both liaisons will receive training on how to support parents with needs for a 504 or SST and assist them to understand their rights. This is the first year for these two positions.|OCESD has been working to have open two way communication with families. Throughout the process to determine if schools would begin the year in person or through distance learning, the Superintendent held weekly meetings virtually and answering any questions families had and eliciting community feedback. Participation was extremely high. Throughout the year there were on-going communication as changes were about to occur. During the 2020-2021 school year a Supportive School Climate Committee began to meet with a variety of ethnic groups represented at the meetings to hear about concerns, problem solve solutions and report our progress in making changes in our school community .OCESD continues to solicit community input in formalized structures such as LCAP and SPSA. At the site level teachers build positive relationships with the families and home visits are made to support and connect with students needing additional support.|3|3|2|3|2|1|2|2|5|1|4|3|2021-06-23||2021 04615070121509|Ipakanni Early College Charter|3|Ipakanni has increased parent engagement through school events such as family game night, trunk-or-treat, and field trips. Through these avenues, Ipakanni is able to survey parents to account for limited participation in policies and programs. This is also done through conferences with parents throughout the year. Ipakanni needs to make more personal phone calls to invite parents individually as well as a whole group announcement. Parents typically do not get involved in policies and programs for many reasons. It is important to figure out what these barriers are and how to break these barriers as underrepresented families play a key role in school improvement and progress.|Ipakanni has purchased diagnostic tools to better assess student achievement throughout the year. This is communicated with parents through conferences, phone calls, Remind App, and mail. Ipakanni also has purchased an adaptive curriculum that is aligned with California State Standards to help students grow. One area of improvement could be to get families more resources and understand the trends which are going on amongst kids. More education is needed for parents on the effects of social media, video games, and technology.|Ipakanni school climate is its biggest strength. Students are provided with a safe and nurturing environment that allows them to grow academically, socially, and emotionally. Ipakanni is like a small family in which all students are allowed to grow as a person. Parents and staff work closely together to ensure the success of the students. School events are provided on a monthly basis to try and get all stakeholders involved. One area of improvement would be to get underrepresented families more involved in the school through Parent Club and School Site Council. Although they attend school events such as family night Ipakanni would like to get them more involved in the overall process of the school.|5|5|4|4|5|5|5|5|4|4|4|4|2021-06-28||2021 04615070129577|STREAM Charter|3|STREAM values family input into decision-making about policies, programs, and events. Each year, two parent representatives are elected to our School Board and we have parent representation on our School Site Council. STREAM also administers a family survey each Spring to solicit feedback from families. Additionally, STREAM has a parent teacher organization that has contributed significantly by fundraising for student activities, field trips, and other events. There is a high level of parent participation in these events and many parents are vocal about their preferences. To meet the needs of parents who are not as vocal, we administer a survey after many trips, events, etc. to solicit feedback and make changes to future events based on this feedback. STREAM is a small charter school, and as such does not have many formal advisory councils or systems in place. There are many informal opportunities for parents to provide feedback before and after school events, during pick up and drop off, or through response to email communication from the school.|STREAM has developed multiple practices that foster partnerships between families and staff in support of student growth. STREAM hosts parent conferences Fall semester with all of its families to not only inform families of student progress, but to also have them be partners in the work. STREAM plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences. STREAM hosts parent teacher conferences during the Spring semester for all students who need additional support, as determined by either the teacher or the parent. Parents can also request a parent teacher conference at any point in the school year. The Director has conferences with parents to address any challenges with regular attendance as well. STREAM hosts an annual Family Science Night and an annual Maker Night to demonstrate student learning and provide information and resources for families to support student learning at home. Families have the opportunity to engage in discussion with teachers and administrators during these events to have their questions or concerns addressed. During the pandemic before we resumed in-person instruction in October, all of our events that usually foster these family school partnerships were moved online when possible. It was challenging to develop the same quality of partnerships with our families in a virtual format, and it was a relief to be able to resume these opportunities in an in-person format. All of our teachers have received professional development in Multi-Tiered Systems of Support, and a component of that training involves building partnerships with families to support student outcomes. Additionally, many of our teachers have attended conferences over the years that have addressed how to build productive family partnerships to support student outcomes. Each of the teachers sends weekly notes home using Bloomz regarding upcoming learning and how families can support student learning at home. We provide families information about their legal rights and how to advocate for their students in our Family School Compact and throughout the special education process. We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all STREAM families.|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through regular emails from the Director, Bloomz communications from teachers, family events throughout the school day, as well as a variety of opportunities for informal relationship building during morning drop off and afternoon pick up times. The STREAM Director and other staff members provide regular communication about upcoming important dates and events, as well as information about any issues or incidents that have occurred. STREAM parents often report that they know they will hear about an issue or incident from the school before their child even has a chance to tell them. STREAM builds relationships with families through a variety of school events commencing before the start of the school year with our Meet the Teacher event and culminating with our Kindergarten promotion ceremonies and end-of-year awards assemblies. During the school year, we host two showcase events where our students demonstrate music and movement. Our primary grade students demonstrate vocals and movement, our 4th graders perform with ukuleles and recorders with movement, and our 5th-8th grade students perform in our beginning or advanced bands. During the pandemic, it was difficult to host many of these events in a virtual format, so much of the communication was done through email or virtually, which does not lend itself to building strong relationships. We were pleased to be able to resume in-person events and strive to continue to build relationships with families by continuing to host these events. The strong relationships we have built helped our families feel comfortable with returning their students to in-person instruction in October of 2020.|4|5|4|4|4|4|4|4|3|3|3|1|2021-10-27||2021 04615150000000|Oroville Union High|3|OUHSD has an unduplicated count of 77%. The focus area for improvement is to promote the great things going on in the district regularly and find ways improve engagement for all families.|OUHSD is implementing CR-PBIS for the past year. Along with implementing Cr-PBIS with fidelity and hiring an additional social worker and adding targeted case managers to each school site to address barriers that impede learning for students. OUHSD is working with the Butte County SELPA to provide training to parents on how to exercise their legal rights and advocate for their own students.|OUHSD is in the second year of Culturally Responsive Positive Behavioral Intervention Supports (CR-PBIS). This focus has changed how staff communicates with parents. OUHSD produces a Community Newsletter bi-monthly to let all stakeholders know what is going on in the district. OUHSD has redesigned our website and social media presence to inform stakeholders and community on a daily basis of the great things going on in the Oroville Union High School District.|3|3|3|3|3|3|3|3|3|3|3|3|2021-09-15||2021 04615230000000|Palermo Union Elementary|3|Seeking Input for Decision Making is a growth area for the district and each of the individual school sites. As a district, we continue to look for ways to involve more parents in school activities and especially the decision-making process. We will continue to provide parents the opportunity to participate in the decision-making process through school site councils, LCAP meetings, ELAC/DELAC meetings Indian Education Parent Committee meetings and parent surveys, however, we need to investigate more effective ways to increase overall participation. Each year, the individual school sites provide multiple opportunities for families to attend school events during the evenings by hosting Back to School Nights, Open House, subject matter nights (math, science, art, etc.), school concerts, and sporting events. These events generate positive feedback and are well attended by our families; however, we have limited success in supporting family members in effectively engaging in advisory groups or decision-making opportunities. In order to address our needs in this area, the Administrative Leadership time will explore and research opportunities to build our capacity to increase the effective engagement of our families in decision making or advisory opportunities and, in the planning, design, implementation and evaluation of family engagement activities.|The Palermo Union Elementary School District recognizes the importance of building positive relationships with all of our families. The results of parent and staff surveys indicate that creating a welcoming school environment for our families is a strength throughout the district and that we are making progress in this area. Our school sites have been focusing on creating positive school environments for all stakeholders. The results of our most recent school climate surveys show that parents feel that they are welcome at their child's school, that they are comfortable talking with teachers at their child's school, and that the school communicates well with parents. As a district, we provide multiple opportunities for the district and school sites to engage in 2-way communication between families and educators through LCAP parent meetings, School Site Councils, Parent Advisory Committees, English Learner Advisory Committees, District English Learner Advisory Committee, PTG groups, Indian Education Advisory Committee, Title I meetings and parent education nights, however, parent and staff feedback indicate that parents are not engaging in those opportunities in a meaningful way. The district and school sites will focus on increasing parent participation in those opportunities by engaging in professional development opportunities that address this need, and investigating and implementing effective strategies for engaging our parents and families. In order to support staff in learning about each family’s strengths, cultures, languages, and goals for their children, and to also increase our capacity to build trusting and respectful relationships with families, we will continue to provide the Capturing Kids’ Hearts training to all staff. The training highlights the importance of building personal relationships with students and adults and provided strategies for fostering those relationships. Those strategies have been implemented district wide and as are result staff members are learning more about the unique qualities and experiences of the families represented in their classrooms.|Building effective partnerships with families is essential to our student’s success. School site administrators and teaching staff regularly facilitate opportunities for parents to meet with them in order to discuss their child’s progress, share concerns and develop methods and strategies to support improved student outcomes in addition to the regularly scheduled parent conferences that are held near the end of the first trimester. Parents of our students in fourth through eighth grade can also access their student’s grades and assessment results via our Illuminate Parent Portal. Informal feedback, from parents in each of our student subgroups, has indicated that this is a tool that helps them to assist their student. Instructional staff and families also work together in the development of IEPs, 504s and intervention plans that are developed during Student Study Team meetings. In order to provide families with information and resources to support student learning and development in the home the district has implemented Parent Education Nights and have provided learning opportunities on Technology and Social Media, Adverse Childhood Experiences, Positive Behavior Intervention Strategies, and Stress Management. In addition, the preschool program provides developmental information to all of the families enrolled in their programs. In order to provide support to teachers and principals in their efforts to improve a school’s capacity to partner with families the district’s Administrative Leadership Team will explore and research professional development opportunities in this area.|3|3|3|4|1|3|4|4|3|3|3|1|2021-06-23||2021 04615310000000|Paradise Unified|3|Each school site has parent committees and Site Council Committees. The parent committee focuses primarily on building community and culture. The efforts are placed on improving engagement for students and families. Examples of student engagement may include the student store. For parents/families, an example may consist of a movie night or STEAM night. At the high school level, sports add another layer for parent engagement through the booster club. At the high school level, approximately 60 percent of our students are also athletes.|After the Camp Fire, families needed some return to normal. They found this within the school setting. Immediately following the fire, families said students wanted to be with their friends and teachers. This became the mantra for the district. Although approximately 250 families still live outside of our boundaries, PUSD continues to provide bussing for the students who wish to continue to seek healing within their friends and school. PUSD also has a very strong student services department. This department focuses on bringing resources to the families so that families have everything they need to help make students successful. Often this connects families with the necessary resources they need. Along with site administrators and the Superintendent, this department does home visits when students are identified as truant. As opposed to focusing on consequences, these teams focus on building relationships and providing support.|Building relationships has been a strength in Paradise Unified and has grown since the Camp Fire. Stakeholder input is greatly valued and sought after at the site level and the district level. At the site level, each site has a Site Council that is part of the decision body and a Parent Club that is focused on building the culture and community of the school. There is a Parent/Community Council and Employee Council at the district level that meets monthly with the Superintendent. Each year our secondary counselors meet with students and their families to review the student's academic plans. At the high school, intervention courses have been put in place to support all learners. This includes students who are failing to meet the requirements for sports. When a student is put on academic probation, a meeting is held with the intervention teacher, content teachers, and families. Surveys to all stakeholders are used to gather input regarding student, staff, and community needs. An example of this is the most recent survey regarding the use of our COVID-19 related funds. All stakeholders were given a survey asking for input on the needs of students and how to use funds to best address the needs. PUSD then shared the surveys with the stakeholder groups, and the plan was developed on their needs. Recently PUSD received a letter from seven of our graduates. These graduates are now very successful college graduates making an impact in their current positions as well as PUSD. The content around the letter was regarding social injustices and systemic racism. The result of the letter was the development of a Social Justice Committee that included the graduates, parents, certificated and classified, and other community members. The committee helped organize a book club focused on racism, staff development opportunities, and staff meetings in which members of the graduates spoke to the staff whom many were their previous teachers. The focus area for PUSD will continue to be on our Special Education, English learners, Foster Youth, and Homeless populations.|4|4|4|4|4|5|4|4|4|4|4|4|2021-06-15||2021 04615310110338|Achieve Charter School of Paradise Inc.|3|Parent participation in our Parent Advisory Council has been a key strategy for engaging families with decision making. Parents attend monthly meetings to give feedback to the administration, brainstorm solutions and serve as a sounding board for future programs and policies. The disruption caused by the Paradise Camp Fire and then the COVID pandemic impacted our ability to hold these meetings as usual and impacted the culture and norms of the Parent Advisory Council. In addition, the turnover in parents resulted in decreased participation. We were able to collect parent input through surveys, calls, one on one meetings, emails and virtual PAC meetings. Our goal is to encourage participation in these monthly meetings, build trust and relationship between parents, empower parents to help make decisions, and specifically elevate the voice of our underrepresented families. Staff will make personal invitations to families and adjust meeting times in an effort to encourage participation.|Improving student outcomes is embedded in our systems for building relationships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations or supports needed for students to achieve goals. Over the last 3 years we have had significant student turnover as a result of families moving out of the area after the Paradise Camp Fire. In past years relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, to build trust and get families bought into our personalized learning plan process.|Achieve has a number of systems in place to build relationships with families including Personalized Learning Plans development and review meetings with the parent, student and teacher 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles.|5|4|4|4|4|4|4|4|3|3|3|3|2021-06-23||2021 04615316112585|HomeTech Charter|3|Due to school shutdowns and many of HomeTech’s families’ barriers to internet connectivity, there were no parent survey questions on policy input and advisory groups during 2019-2020. For the 2020-21 school year, HomeTech provided surveys (available in paper or electronic formats) to families to seek input with a response rate of over 70%. There were no face-to-face advisory groups during 2020-21 due to COVID-19. One goal of HomeTech will be to get parents more involved in advisory roles for the upcoming year.|"Parents responded positively to survey questions about HomeTech’s performance in keeping parents informed. HomeTech will continue to develop and refine methods to keep parents informed and create home-school partnerships to improve student outcomes. HomeTech communicates well with me about school activities, important dates, etc. 99% HomeTech and its teachers keep me informed about my child’s progress/concerns 96%"|"Parents responded positively on multiple questions about creating environments that are welcoming and helpful. HomeTech will continue to develop in-person outreach opportunities for parents. The parent survey reported agreement with the following statements: HomeTech promotes academic success for all students: 94% HomeTech’s teachers go out of their way to help students: 94%"|5|5|5|4|4|5|4|5|4|4|3|2|2021-06-23||2021 04615316112999|Paradise Charter Middle|3|We offer multiple opportunities for parents to have input on the LCAP goals, in board meetings, and PLC meetings. We also send out multiple surveys, and have an open door policy for parent input. I extended an invitation to meet with every family over the summer. 90% responded and we met for a minimum of 30 minutes with each parent and student. I was able to convey to them how much we value their partnership and input. I want to continue to offer this and hope to extend my window of opportunity to do this to allow all families to participate.|I have established the model of meeting with every family over the summer to inform, support and engage them. We also offer monthly Parent Leadership Council Meetings, and offer a New family Orientation the week before school starts. Parents are offered a training in Aeries, our data management system. The parents receive frequent notifications if their students are failing or struggling. Every time a student comes to my office, the parent is contacted. We also send out bi-annual parent and student surveys and a monthly newsletter.|PCMS has created a strong, safe sense of community that extends beyond the staff/student connection to include the parents. I (Executive Director) met with 90% of the families in the month of July. We also sent out a survey to all students and parents and staff in May, 2020. The results of those surveys confirmed that our parents and students feel supported and rated our communication high. I am visible to students daily and check in with parents on a regular basis.|5|4|4|4|4|4|4|4|4|4|4|4|2021-11-16||2021 04615316113765|Children's Community Charter|3|As mentioned before, the school creates many opportunities throughout the year to offer space for family input. A Charter Advisory Committee has been implemented this year with the intention of sharing information on policy, engagement, and decision-making. Analyzing the data of the surveys and implementing change could be an area of growth for the school.|There are many opportunities for all families to engage with the school. A monthly newsletter goes home to all families sharing the exciting things that are happening on campus. CCCS also uses a One Call system that sends information to families via email, text, and phone. Families have access to teachers every day at dismissal. Twice a year the school has parent/teacher conferences where teachers share information about individual student needs as well as share opportunities to get involved in the school. Families can participate in a monthly Parent Cafe with the principal where topics are shared. Four times a year families have the opportunity to participate in the Charter Advisory Committee - a committee that drives the school by looking at data and providing input for the future and current happenings. Every month families are invited to attend the open School Board meetings. The principal is available to meet and chat with any family member before school and after school in front of the school. The school hosts events throughout the year and invites families to come where opportunities to informally provide input are welcome. Twice a year families get to participate in climate surveys to share their opinions. The school office is open daily to answer any and all questions. The school is strong in providing opportuniites for family input. An area to grow would be the number of families that attend. The school could do a better job personally inviting families to the opportunities by passing out flyers personally and personally inviting families so they know they are wanted. A small portion of families take advantage of sharing input in person.|Children's Community Charter School has been in existence for 26 years. The school has a long-standing relationship with the community and has had a good reputation of being an open school with good relationships with families. According to survey data, families are satisfied with the academic and social emotional well being of their child(ren). Families report being very satisfied with feeling welcome at the site. The strength of the school is a positive culture for families, staff and students. An area the school can grow is working with English Learner families and translating all text into Spanish.|5|5|5|4|4|4|5|4|4|4|4|4|2021-11-11||2021 04615490000000|Thermalito Union Elementary|3|Thermalito school district is making progress in building the capacity of principals and staff to effectively engage all families including underrepresented families. Families are invited and encouraged to join advisory groups and decision-making bodies through school site councils, English learner advisory committees, and Local Control Accountability Plan stakeholder involvement. Areas for improvement are: increase parent involvement for completing input surveys and consistency in attending all district and site stakeholder meetings.|Thermalito utilizes the Family Engagement Framework to provide professional learning and support to teachers and principals to improve a school's capacity to partner with and improve the engagement of underrepresented families. Annually, all school sites collaborate, review and update the following policies with parents: Parent and Family Engagement Policy, Parent-School Compact, Parent Handbook, and Single Plan for Student Success.|Thermalito chose to survey parents during parent conference days in order to access a majority of parents and guardians, including families of unduplicated students, families of individuals with exceptional needs as well as families of English Learners, Homeless and Foster Youth, and underrepresented students. Families could access the survey in multiple ways along with help from interpreters if needed. Strengths: Overall 96% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that schools maintain a positive school climate, sense of safety, and school connectedness. Overall 91% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that they felt welcome and encouraged to participate in schools and programs. Focus areas for improvement are encouraging more parents and guardians to attend school functions and complete feedback surveys.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-21||2021 04733790000000|Pioneer Union Elementary|3|We are lucky to have a very involved group of parents in our community that participate in all decision making activities. We have a parent advisory group and all board meetings include zoom for parents who do not live close by. We also include surveys to include those families that are unable to attend meetings or chose not to. Our focus is to hear everyone's voice and opinions, not just the loudest.|As a staff we are working on diagnostic tools that will help all our students fill in the learning loss gaps which will create a better foundation to increase learning. Our focus is sharing that information with parents and letting them know the strategies they can work on at home to support their student.|We are in close contact with our families due to the loss and relocation of the school as well as the community. As our families work to rebuild and come back to the area we share resources and academic support for their children. We are focusing on working with our families to access Aeries and other apps that increase home to school communication and participation.|4|3|4|4|4|4|4|4|4|4|4|4|2021-06-23||2021 04755070000000|Gridley Unified|3|As an area that would require face to face collaboration for best implementation, this is an area that suffered greatly this year. Although principals continued to host their Site Councils, recruiting participants continues to be a challenge, made worse through the COVID year. This also affects the district level committees such as the Parent Advisory Committee for the LCAP design, and the ELAC and DELAC committee - this one was especially hard to fill this year as many in the Latino community were afraid of COVID and/or had insecure access to the electronics needed to participate. In the coming school year, there will be an attempt to much earlier in the year develop standing committees that meet regularly to discuss site and district issues and gather input, report out, and so forth .District leadership has already begun making community contacts to put the word out there that GUSD does welcome community member interest in the schools and their operation. Additionally, the move this year to telecast school board meetings opens up another avenue for the interested within the community to at least tune in live to the board meetings and see what is happening in the district and provide input during the public comments period.|Two way communication was limited this school year due to prohibitions on in-person large scale meetings under COVID and participation in scheduled virtual meetings was low, despite various outreach methods. The district has not provided professional learning and support to teachers per se on improving capacity to work with families, and this is an area of continued growth. Resources have been provided however that enable teachers with initiative to conduct outreach, including built-in email tools within the Aeries student information system, the ability to add Guardian accounts to Google Classroom, and premium versions of the SeeSaw application for McKinley school. At a site and district level additional outreach tools are available through the Catapult website and the Catapult mass contact system that can push messaging through texts, emails, and telephone. GUSD has rated itself higher on progress in providing students and families with resources to support at home through markedly increased used of 2021-22 Local Performance Indicator Self-Reflection for Gridley Unified School District Page 9 of 12 the Catapult system this year, plus sending all students home with Chromebooks during distance learning, and providing Wi-Fi hotspots to families that requested them. Meeting of students and families face to face was of course a challenges under COVID, but Zoom was readily available to all teachers to use in order to meet with parents. A major difficulty here though was in educating parents about how to use the platform. Progress in educating families about their rights this year was limited to minimally required legal notifications at the beginning of the year and through monitoring that rights at IEPs and other such meetings were distributed and parents made aware of them. This will continue to be a growth area for the district, to be measured in part through looking for increases in parent usage of the Aeries portal where annual notifications are now housed, and through parental self-reporting about their satisfaction with district communications. One element of this is the planned hiring of a district social worker specifically to work with underserved populations most at need of getting in touch with their resources. One element that also increased this year was greater publication of the rights of homeless families through creation and distribution of posters at all school sites and at places within the community frequented by families facing housing challenges, such as hotels, laundromats, and public service locations (library and restrooms).|Parents in this year's Healthy Kids Survey, as well as students and even staff, reported less than typical responses related to the questions around parents being welcomed on campuses or feeling a part of their child's education. As a result, the district cannot in good conscience officially rate itself as having made any significant progress in this area during the 20-21 school year. This lack of progress and drop in stakeholder satisfaction is at least somewhat attributable to the conditions under COVID. Required parental meetings were kept to a minimum, and were by and large hosted virtually, which resulted in much lower parental participation, especially among groups typically underrepresented anyway such as non-English speaking parents and low income families, despite having translation available. Similarly, campuses once very open to parental visitors were forced to close their doors to limit potential contamination. This created an environment at the front doors of the campuses that could well be construed as less than welcoming. GUSD has recognized a lower than desired feeling among parents about access to campus and a feeling of belonging, but was unable to institute a plan this year that enabled that goal of increasing satisfaction to move forward. As a result, the district has recommitted itself to parental outreach in the coming school year, and has authorized the employment of an additional social worker position to increase outreach and resources to the families.|2|2|2|2|2|3|2|2|2|2|2|2|2021-06-30||2021 05100580000000|Calaveras County Office of Education|3|Due to the nature of alternative education, it can be challenging to engage parents. Students are often placed in the program due to negative circumstances and relationships with 'school' are already strained. Due to COVID-19 there have been no opportunities for school events or parent visitations. Families at the Oakendell campus have accessibility based on court orders. Improved engagement with the underrepresented families will occur by continuing to offer a variety of opportunities to participate in one to one outreach.|Partnerships with families and students are developed on an individualized basis, due to the fact that students are referred for a variety of reasons with a variety of needs. The frequency of communication between school staff and families has increased over the past year, in part due to COVID-19. These partnerships include the referring school or school of residence. All parties are involved in the process of developing a 'return path' for students in order to have them go back to their comprehensive school. As it applies to some students, communication could improve with county agencies such as probation and child warfare.|Communication is a strength for CRA and Oakendell. Individual communication between parents, service providers, if appropriate, and staff takes place on a regular basis using a variety of platforms including text, email, in person meetings and phone calls. Communication takes place with foster youth liaisons and staff as well. There are very few EL students but translation services are available as needed for parents. Many of the students are socioeconomically disadvantaged so all communication processes improve services for this student group. A variety of community resources and referrals are shared with families including parenting classes. The Community Advisory Committee through the Special Education Local Plan Area is active and every parent is advised of these meetings at IEP meetings.|4|4|5|5|4|4|4|4|3|2|4|4|2021-06-07||2021 05100580530154|Mountain Oaks|3|Mountain Oaks seeks input for decision-making through the Parent Teacher Organization, the Program Committee, curriculum advisory teams, Annual Surveys, and the LCAP planning and charter renewal process. Each year, the parents, students, and staff are surveyed to determine the upcoming year’s priorities and assess the current program priorities. However, due to the independent nature of the study model, and possibly the overall baseline satisfaction with the school program, parents are very involved with the school program on an individual student level, but the school lacks parent interest in participating at a school-wide level. The school continues to seek greater involvement on the part of parents and community members to enhance the program.|Mountain Oak's mentor teachers develop personalized learning plans for each individual student. Diagnostic assessments allow mentor teachers and parents to address needs for remediation or acceleration in the student's learning pace. The regular meeting schedule supports the need for fine-tuning of the personalized learning plan and constant input from the parent and student regarding progress and academic rigor. However, the independent study model and rural demographic area historically lead to low student participation in curricular and co-curricular activities. The school will need to focus specifically on increasing student involvement.|Mountain Oak’s student-centered approach and respect for individual differences and needs are exemplified in the personalized learning plan, the focus on the student as a whole person, and the atmosphere of trust and respect in the school community. The school identified the need to continue to improve fostering Mountain Oaks' strong tradition of highly individualized learning with the expectations and requirements of State Standards in order to maximize student achievement.|4|4|5|4|5|4|5|5|4|4|4|5|2021-09-08||2021 05615560000000|Bret Harte Union High|3|All stakeholders are encouraged to participate as members of district-wide committees. Staff members reach out and encourage members of the underrepresented families to participate and will provide translation services when necessary. District-wide committees will begin to be held both virtually and in-person, as well as be recorded, to allow all community members easier access to the meetings and opportunities to participate. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making. The District will survey parents to determine alternate times to meet.|The District continues to solicit input from all stakeholders in a collaborative manner. Our focus is to place families and students first. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making.|The District continues to provide access to information in a variety of formats. We encourage our staff to communicate with parents/guardians via email, telephone, and use of the student portal. The District hosts multiple advisory committees, such as the Discipline Committee, Safety Committee, and the Curriculum Committee, to provide students and parents opportunities to provide opportunities for community engagement, as well as provide valuable input for district decision making. The District accepts the responsibility of ensuring all parents understand their rights and appropriate ways to advocate for their student. The District will schedule meetings, both virtually and in-person, with underrepresented populations to develop focus groups that provide a voice in District decision making.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-04||2021 05615640000000|Calaveras Unified|3|One area of strength for CUSD has been gathering input for LCAP and SPSAs, with parents at each school getting an opportunity to share their thoughts about district priorities. This year, district staff made a point of working with leadership at each school to determine what was the best way to gather this input. Input opportunities included in-person meetings, virtual meetings and online surveys. District initiatives that have been emphasized as a result of parent input have included support for teachers in the area of SEL/trauma-informed practices and support for teachers and students with the implementation of distance learning. Additionally, during the pandemic, the CUSD Governing Board has included a study session-like section near the end of each meeting to hear, discuss, address and provide direction on updates and community concerns regarding the pandemic. As in other areas, CUSD will work to improve outreach to parents, including efforts to enhance the effectiveness of the DELAC.|"Through the pandemic, we had to update how we reached out to partner with families. Rather than holding meetings in person, we held meetings on Zoom, Google Meet and Facebook. CUSD held regular site and district level meetings throughout the time that schools were closed to hear and address parent concerns. CUSD provided training for teachers on how to make use of tools, particularly Google Meet, to work with students and their families. We also emphasized the importance of the means of communication that we had in place prior to the pandemic, including Class Dojo and the Infinite Campus parent portal, along with regular grade reporting, parent-teacher conferences and SST meetings for students who were struggling. CUSD has implemented an updated R-FEP monitoring process to enhance the partnership with parents of these students and to make sure these students do not ""fall through the cracks"" once they have been reclassified."|From supporting parent organizations to sponsoring parent nights, each school has its own tradition of ways to ensure parent involvement. Though these have had to be reduced during the COVID-19 pandemic, school staff continue to build and maintain relationships with their respective school communities. We can improve in our outreach to families who are not comfortable coming to large community events.|5|5|4|5|4|4|5|4|5|4|5|3|2021-06-29||2021 05615720000000|Mark Twain Union Elementary|3|As there was a transition to a new Superintendent, there were Town Hall forums and work groups. We are increasing our communication and awareness of our different populations. We are instituting a SpEd Parent Club and providing communication regularly in Spanish as well as increasing our focus of welcoming our Spanish-speaking families in a more purposeful way with the help of our ELAC and DLAC committees.|Our Learning Director will be active with our ELAC/DELAC committees, is instituting a SpEd parent booster, and is working with the county Homeless and Foster groups.|The District instituted both an ELL translator paraprofessional that has remained unfilled and is difficult to find applicants, but we remain hopeful. Also, the District instituted a Learning Director and added counseling time.|3|3|1|1|1|1|4|3|2|2|2|2|2021-11-11||2021 06100660000000|Colusa County Office of Education|3|Seeking input for decision-making has not remained consistent due to the teacher turnover rate at SWAA. Even though ideas are generated on ways to seek input from families, the inconsistency of staff in the teacher position poses a problem. Surveys are provided to parents, students, and other stakeholders to provide feedback for continuous improvement. Even though LCAP stakeholder meetings to gather feedback regarding programs and policies are held, the participation rate at these meetings have been minimal. Collaboration with Prevention Services Staff to encourage parents and families to attend activities has become a major priority. With flyers, phone calls home, and consistent communication, we hope to gain traction in this area. Regardless of numbers in attendance, we will not stop pursuing parental engagement until all families of our students are represented.|Teachers and principals have been provided support to increase capacity by participating in the Professional Learning Network (PLN) for the tri-county region. The PLN offers staff an opportunity to collaborate with others in similar capacities to discuss student outcomes, family engagement, and other important topics. Building capacity while building trust with families is also essential work. Staff works to support student outcomes by conducting ILP meetings and parent-teacher conferences at the end of each grading period. The counselor provides and discusses graduation status reports with each student and provides social emotional counseling as well. The teacher provides weekly updates of credits earned and progress toward graduation. Open communication between staff and parents is ongoing to keep parents informed of student progress. Parents and families advocating for their students is encouraged and appreciated at SWAA. Staff provides families information regarding legal rights and resources available to them and their child. A focus area for improvement in building partnerships is to create more opportunities for parent education. While we do have an “open-door” policy to assist parents requesting help, we have other families that are unable to participate in meetings due to a variety of reasons. Offering engaging parent education activities in the future may be a way to involve all families in improving student outcomes.|Building trusting relationships with students, staff and families is the focus of the S. William Abel Academy. Not only is this a question posed during every teacher interview, it has been discussed as the most essential job duty for all staff. Building relationships begins with an intake meeting for all students enrolling to discuss the student handbook, the culture of the school, any questions regarding enrollment and an opportunity to meet the staff and students. Staff works to build trust by conducting Individual Learning Plan (ILP) meetings with students and parents every six weeks to discuss student progress, changes needed and recommendations for school improvement. Counselors, probation officers, Special Education staff are all included in the progress and concerns of all students. Monthly Educational Services staff meetings allows staff to be informed about school events and student supports needed. All staff are given “PRIDE” tickets to issue to students displaying character traits defined in the Positive Behavior support system. Phone calls are made home by the teacher, administrator, and support staff to communicate student progress and attendance. Bilingual staff are available to provide valuable communication to all parents. All communications are sent home to parents in English and Spanish. All parents/guardians and stakeholders are invited to attend LCAP Stakeholder Meetings and when unable to make the meeting, follow up questions are posed to include their thoughts in school improvement. Staff have an open-door policy which allows parents or stakeholders to address concerns at any time. A focus area for improvement is to create parent engagement opportunities. Collaboration with Prevention Services Staff to host parent activities will allow deeper relationships to be built with families.|5|4|3|5|3|2|4|3|2|2|4|1|2021-06-09||2021 06615980000000|Colusa Unified|3|In CUSD each school site provides multiple opportunities for stakeholder to participate in annual needs assessments of district programs, facilities, and course offerings. All sites organize parent meetings to ensure involvement in the educational process.|Burchfield Primary School and Egling Middle School have been focused on creating an environment of collaboration with families by structuring Back to School Night in small group or individual parent meetings. Colusa High School conducted mini-tours for freshmen, a virtual back to school night and freshmen orientation. Individual meetings were scheduled for increased supportive measures. Each school site has focused on creating a welcoming environment that values family backgrounds. Families have expressed their pleasure with both school environment and communication. We have increased overall participation in ELAC, DELAC, School Site Council and Parent Club. We have also increased use of parent portals for grade, attendance and behavior record access. We have also increased the amount of annual parent nights.|CUSD has focused on increased school to home communication in translating all documents. We have made a commitment to post on Website, Calendars, Newsletters and flyers to be distributed two weeks before important events. We continue parent conferences for K-6, multiple college and career nights, input and engagement nights for school priorities, educational technology nights, including community wide fall festivals, Winterfest and movie nights. Families throughout the district are engaged in evaluating our efforts to reach families and improve them annually.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-28||2021 06616060000000|Maxwell Unified|3|The district will continue to work with local stakeholders to engage them in the school process and provide feedback that will improve our programs. The district will continue to find resources that will help support our underrepresented families and engage then in the education of their children.|The LEA's current strength is the relationship that the teaching staff have with the individual students. Our focus will be to identify strategies and activities to improve parent engagement.|The current strength of the LEA lies in the relationships between the Maxwell Community and our small schools. We will work to develop strategies to increase engagement that will fit the needs of our schools and community.|2|2|2|1|2|1|1|1|2|2|2|2|2021-05-12||2021 06616140000000|Pierce Joint Unified|3|A current strength for the 20/21 school year is that 84% of parents agree or strongly agree that the school keeps them informed of activities. In terms of the school actively seeking parent input before making decisions, there was an increase from 26% the previous year to 40% this year in the strongly agree category. Staff saw LEA's progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making in the initial implementation stage, which shows a weakness. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school.|A current strength for the 20/21 school year is in regards to providing information and resources to families to support student learning. Staff survey responses indicate this to be an area of strength. Eighty-three percent of parents agreed or strongly agreed this same area was a strength. Based on the staff survey, an area in need of improvement seems to be supporting families to understand and exercise their legal rights and advocate for their student. The parent survey question linked to the staff question is actually a strength with 53% of parents strongly agreeing that the school provides information on their expected role at their child's school. Even though providing information and resources to support student learning and development in the home and communicating expected learnings was a strength, it will continue to be a focus particularly with underrepresented families.|A current strength for the 20/21 school year is in regards to 2-way communication. This year 93% of parents agreed or strongly agreed that this is a strength. In 19/20, 86% of parents agreed or strongly agreed resulting in a 7% positive increase. An area of focus will be creating welcoming environments for families. This year 80% of parents agreed or strongly agreed that a welcoming environment exists compared to 87% last year. School closures could have contributed to both of these strengths and focus areas including virtual communication and closed-off school campuses respectively. Underrepresented parents need to be encouraged and given the skill set to participate in meetings for their children including knowing how to attend a virtual conference.|4|4|4|5|4|4|4|5|4|5|5|5|2021-06-21||2021 06616220000000|Williams Unified|3|Williams USD has seen dramatic changes in leadership this year (new Board, new superintendent, and all new administrators). WUSD is striving to build strong, positive relationships with all staff members, families, and community. WUSD annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting family participation in programs. The data is then reported to the local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|Williams USD has seen dramatic changes in leadership this year (new Board, new superintendent, and all new administrators). WUSD is striving to build strong, positive relationships with all staff members, families, and community. WUSD annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting family participation in programs. The data is then reported to the local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|Williams USD has seen dramatic changes in leadership this year (new Board, new superintendent, and all new administrators). WUSD is striving to build strong, positive relationships with all staff members, families, and community. WUSD annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting family participation in programs. The data is then reported to the local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-17||2021 07100740000000|Contra Costa County Office of Education|3|Through our School Site Council, LCAP stakeholder engagement meetings, and WASC home and focus groups we provide trainings surrounding giving input and offer opportunities for families to give input that is used in our strategic planning.|Currently the majority of our family outreach is dedicated to work around the development of IEPs and transition plans. We are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance and well-being.|Due to our school being located in an incarcerated facility our daily access to families is limited. We have a goal in our 2021-2024 LCAP dedicated to increasing parental involvement.|2|2|2|2|2|2|1|4|4|3|4|4|2021-06-16||2021 07100740114470|Making Waves Academy|3|Strengths: MWA's School Site Council is very active and an established space for input on our plans. Our School Site Council reviews and provides input on our LCAP, SPSA as well as our ELD, Intervention, SPED and GATE program. We value the partnership between the School Site Council as a critical body that informs decisions. Improvement: Within the year of remote learning, we hosted a number of engagement events for families, however put a pause on a number of key in person events. Upon return to onsite learning, we look forward to engaging all stakeholders in planning for onsite events.|Strengths: The Director of Family Engagement and School Culture hosts professional development at the beginning of the school year to launch priorities for family engagement for the school year. Teachers frequently thought partner with administration on the best approach to support families. We host a number of relevant workshops for our families and provide information on social-emotional well-being and rigorous instruction. We train wave representatives on advocacy practices and provide opportunities for feedback loops. Improvement: We look forward to building out practices to support family wave representatives in their roles to partner in support of our students.|"Strengths: We have a plethora of opportunities for our families to become involved in our community. We have communication tools like automated telephone messages and text messages and opportunities for our families to engage with each other and the school through ""Chat and Chews"", open forums and monthly Saturday family meetings. We have high family participation in our ELAC Committee and School Site Council. Improvement: We are looking forward to implementing more authentic opportunities for families to engage with each other and provide feedback loops. We want to create a culture where all families feel supported and involved in our program. We look forward to engaging with our parent wave representatives on this topic."|4|4|4|4|4|4|4|4|5|5|5|4|2021-06-17||2021 07100740129528|Caliber: Beta Academy|3|Using Zoom we have also increased the amount and variety of ways families can give feedback. We have held Principal Coffee Talks as well as a number of town halls on a variety of topics to gather feedback. Zoom break out room allows us to break larger meetings into smaller ones and have sections of the meeting specifically in Spanish- which is the home language for a large number of our families. We have also held focused family gatherings for our significant sub populations- particularly our African American and Latino Families. Feedback in these sessions led us to increase the number of clubs we were offering, restart our parent education events in the Spring and were important in our piloting our on campus Enrichment program in the younger grades.|The LEA is committed to partnership with families and increasing their engagement on campus. This commitment became imperative during distance learning. This year in addition to the over 750 computers we distributed and the nearly 100 hotspots, we had monthly material pick ups on campus for families to pick up special tools to assist their students at homes- from decodable books, to novels to math manipulatives. We also held sessions to support families on using these resources (particularly in K-2) and our teachers were in consistent communication and posted numerous videos as an extra support. We need to continue to deepen our collaboration and will utilize student-led conferences, collaborative problem solving structures, and regular, frequent programming.|We made great strides in this area during Distance Learning. We have implemented student-led conference protocols in Middle School to increase targeted communication and began implementing Restorative Practice Aligned Conferences in the lower school to increase 2 way communication. We have also increased the offerings we are giving families- including a bi-lingual family reading program and both academic and SEL focused family engagement events on Zoom. In the upper campus we have also piloted an SEL focused newsletter, the culture chronicles, to give families information about how to support our SEL and Mental Health Programs. Lastly we have increased our Restorative Justice Committee to include families and have created opportunities for family, as well as student, voice in our hiring process. Using Zoom we have also increased the amount and variety of ways families can give feedback. We have held Principal Coffee Talks as well as a number of town halls on a variety of topics to gather feedback. Zoom break out room allows us to break larger meetings into smaller ones and have sections of the meeting specifically in Spanish- which is the home language for a large number of our families. We have also held focused family gatherings for our significant sub populations- particularly our African American and Latino Families. In the coming years we will continue to build on the best practices pioneered this year and utilize Zoom as a meeting tool. We will also continue with targeted meetings based on the data we collect of whose feedback we are being successful and unsuccessful at eliciting.|4|4|4|3|3|4|4|3|3|3|3|3|2021-06-24||2021 07100740129684|Summit Public School K2|3|At Summit K2, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities. Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit K2 is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit K2 utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit K2 has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit K2 has made great strides in building strong relationships within our community and remains a priority area for the school. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|4|4|4|3|3|4|4|4|4|3|4|4|2021-06-17||2021 07100740137026|Invictus Academy of Richmond|3|Invictus Academy is a small and growing school, so certain advisory committees are not yet fully formed. We had begun the process of forming these committees prior to the pandemic, but much of this work was put on hold as we shifted our priorities to the immediate needs of students, staff, and families. Our School Site Council, the LCAP committee, continued to meet virtually during the school closure. We held online meetings and surveyed families for their input about key decisions during the pandemic, but it was difficult to form advisory committees during this time. Going forward, we will refocus our efforts to engage families around broader school decision-making through the formation of advisory groups and school surveys.|Invictus Academy has developed practices that foster partnerships between families and staff in support of student growth. Invictus hosts mandatory parent conferences each semester with all of its families to not only inform families of student progress, but to also have them be partners in the work. Invictus plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to make the parent conferences. All Invictus families receive a weekly progress report informing them about their child’s academic progress. Teachers also use messaging services to text families or call families to proactively address any issues that may arise. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process. We also host College Access Nights to provide families with information about preparing to apply to colleges. Invictus plans to strengthen the additional resources provided to families to support summer learning, such as curating more individual opportunities for students, based on their interests and needs. We also plan to host additional family workshops to provide resources for families to support their child’s education at home.|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Parent-Family Meetings—coffees to provide information, build relationships, and solicit feedback, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. Our parent survey data indicates our parent experience has been positive and we have been successful at creating a welcoming environment. 100% of families feel welcome at school. We have a robust system of family communication that includes tracking of communication to ensure each family is regularly receiving information and a system to intervene if a family is not in contact. We ensure that every family has access to communicate with any staff member at Invictus Academy. We will strive to improve our communication by allocating additional professional development time to reflect on our communication tracker data, to calibrate as a staff around communication expectations, and provide time to communicate with families of higher performing students, who may typically not receive as much communication.|4|4|4|4|4|3|4|4|3|3|3|3|2021-06-16||2021 07100740730614|Golden Gate Community|3|Golden Gate constantly solicits parent feedback in our policies and procedures but we don't always get parent participation. We promote parent involvement for Open House Night, School Site Council, LCAP stakeholder engagement meetings, SARB, and monthly principal meetings. Our WASC home and focus groups provide trainings surrounding giving input and offer opportunities for families to give input that is used in our strategic planning. We are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance and well-being.|Golden Gate has made progress in communicating information to families, but there is always room to grow. We plan to strengthen communication with families by using School Messenger more and by hiring more instructional assistants that are bilingual. The principal does virtual monthly meetings and invites all families. We are continuing to explore additional ways to engage both staff and families in two-way communication around other topics related to student performance and well-being.|Golden Gate continues to work to create a welcoming environment for all students and families. We continue to focus on the development and implementation of culturally relevant curriculum and supports for our students. Moreover, we have spend a significant portion of our PD this year on educating our staff relationship building, and on cultural diversity. We have also worked to make sure all mailings that go out to families are bilingual, we have added translation support options for meetings and presentations. We have bilingual tutoring opportunities, bilingual mental health clinicians and our School Administrative Assistant is bilingual as well.|4|4|5|4|5|4|5|4|5|4|4|4|2021-06-16||2021 07100740731380|Clayton Valley Charter High|3|Parent trainings and workshops continued in a virtual format. Parent feedback at virtual outreach events, Parent-Faculty Club meetings, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2020-21 LCAP Goals & actions and services which align with our Charter and WASC documents. Our LEA posts policies and proposed changes prior to adoption so that families have the opportunity to comment and make recommendations. This can be seen most recently through our transition from virtual to hybrid model as well as our development of board policy relating to curriculum adoption. Due to COVID-19, in-person family engagement activities were not planned from fall through early spring. While we did hold a few in-person stakeholder meetings in late spring, developing additional in-person opportunities is a continued area of focus for our site.|Administrators, counselors, teachers and parents worked jointly to support families with distance learning, social emotional supports and virtual parent involvement. Our LEA reached out to parents through our Targeted Case Management system which provide a series of workshops to parents and students who were struggling with within the virtual educational environment These virtual workshops ran in 8-10 week cycles throughout the year and were a place where where school staff partner with parents on academic, behavioral, and social issues so families can gain an understanding on such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children. Our school-based mental health team supports caseloads for individual and group counseling as well as a very robust menu of other student/family workshops (examples: PHEW--Parent Health Education & Wellness, Everything’s FINE--student peer wellness group, Dad’s Unite group, etc.). While students who are struggling receive communication from teachers as well as support from their counselor, there is a need to continue to develop a sustainable conference model where all families have the opportunity to discuss student progress with their teachers during a dedicated parent/teacher conference. As a LEA, we provide professional development four to five times per month by having a professional development schedule every once per month (Wednesdays in 2020-2021, Thursdays in 2021-2022) where students have a late start so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. During these professional development days, staff also reviews state academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children during these activities. Additional time is spent on schoolwide academic goals, including common benchmarks and instructional guides. We will continue to work towards developing a more comprehensive conference model to discuss individual student progress at the parent/teacher level.|he Counseling Department hosts 6 parent information nights for families to provide information to families relevant to the specific grade area that their students are in. We send home weekly parent bulletins that contain comprehensive information around school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text. In addition to parent information nights, we also host open house, parent conferences, academy night, AP night, and new student preview days to showcase our programs and provide opportunities to develop relationships with families within our community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as our major academic programs and as narrow as individual student performance.|5|5|5|5|5|5|4|5|4|5|5|4|2021-11-10||2021 07616300000000|Acalanes Union High|3|Parent input significantly influences all aspects of the LCAP. In particular, each broad goal has support from a cross-section of the stakeholder group. Each goal was ranked by with priority by more than 50% of the parents. Parents placed greatest and very high priority on program and staff, and significantly less priority on access/equity and school climate and social-emotional development. There are well established parent organizations that provide access and opportunity for input at the school and at the District level. These include educational foundations, parent clubs, School Site Councils, and Diversity, Equity and Inclusion committees. The District Coordinating Council, a parent advisory committee, meets routinely throughout the school year to provide input to District administration and helps foster two-way communication. Furthermore, to engage a broader representation, all schools and the District have robust Diversity, Equity and Inclusion (DEI) committees that have helped develop a DEI plan for the District, which has been incorporated into the LCAP. AUHSD is committed to providing greater opportunities for input on decision making for parents and families of English Learner students as well as students of color and students who identify as LGBTQIA+.|Acalanes Union High School District continues to offer a variety of opportunities for parents and families to engage with school staff and provide input. There are many well-established structures; including strong parent organizations, counseling support, wellness staff, college and career counseling. A deeper analysis of parent feedback revealed a focus on the urgency to return students to in-person learning, raise the rigor and relevance of classroom teaching, expand course offerings to meet student interest, and to improve the college and career preparation. Some suggested concern that District equity efforts would “lower the bar” for all and encouraged the District to maintain its historically strong academic programs. Other parents believe efforts for equity and inclusion must continue to be a top priority for the District and that curriculum needs revision to reflect diverse perspectives and staff diversity must increase. English learner parents have a strong interest in greater inclusion, support for English fluency attainment, and the availability and accessibility of more advanced classes. Schools hold regular formal and informal informational meetings to provide the community with relevant and current information about the school and provide time for the parents and community members to ask questions regarding any school events and processes. Parents of English Learners have been under-represented in parent leadership groups and during the parent input sessions. The District has provided professional development for all staff to help students transition from online/distance learning to in person learning. Additionally, the District continues to provide equity training and professional development for staff, with opportunities for parent engagement. Additionally, parents are routinely notified of their rights at the beginning of the school year through the required registration process, with all information readily available on the AUHSD website. Parents of Students with Disabilities and English Learners are given regular notices of their legal rights.|Acalanes Union High School District has committed a significant amount of time and resources in building trusting and respectful relationships with families. Stakeholder engagement in District programing and student needs continues to be extraordinarily high. Parents completed surveys and engaged in informational sessions at high participation levels throughout the year. AUHSD schools have strong parent involvement through several parent organizations and educational foundations. The District Coordinating Council, a parent advisory committee, meets routinely throughout the school year to provide input to District administration and helps foster two-way communication. Furthermore, to engage a broader representation, all schools and the District have robust Diversity, Equity and Inclusion (DEI) committees that have helped develop a DEI plan for the District, which has been incorporated into the LCAP. The District is committed to providing greater opportunities for engagement and input for parents and families of English Learner students as well as students of color and students who identify as LGBTQIA+. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, to create inclusive schools for diverse families, and to foster healthy relationships across the District.|5|4|4|4|5|4|5|5|5|5|4|4|2021-06-09||2021 07616480000000|Antioch Unified|3|Every school in AUSD maintains a fully compliant School Site Council (SSC) and English Learner Advisory Committee (ELAC), which has the appropriate membership and meets regularly to review, inform, and approve programming decisions. SSC representatives annually attend SSC training so new and returning members are aware of their roles and responsibilities as voting delegates of the SSC. Educational Services provides resources and training to assist site administrators, school leadership, and SSCs to conduct a thorough needs assessment needed to develop an aligned Single Plan for Student Achievement for site approval before moving on for AUSD Board approval. Due to the uniqueness of the 2020-21 school year, many surveys were administered and interactive webinars were conducted to check progress and identify needed supports for families during distance learning and input on hybrid learning. These communication offerings were in addition to the scheduled PAC, AAPAC, and DELAC meetings that took place virtually. In the final PAC, AAPAC, and DELAC meetings for the 2020-21 school year, members were asked to reflect on their committee's progress and set a vision and goals for their work in 2021-22. This will serve as a guide in the coming year.|AUSD conducts multiple opportunities throughout the year for parent/teacher conferences. The conference structure will expand and include student progress on identified priority standards and proficiency scales. Parents will be informed of the progress their child(ren) is making and share skills their child(ren) needs to reach grade-level standards mastery. AUSD will guide and support teachers who would like to involve their students in the parent/teacher conference process by having students share with their parents their growth and next steps using the proficiency scales. Ongoing professional development is scheduled to provide training and practice for teachers and site administrators in using standards-based learning and student achievement data. AUSD plans to host multiple virtual parent academies to support families with educating their child(ren), advocating for their student's needs, and navigating the educational system.|Despite the pandemic, AUSD was able to increase the parent engagement of African American parents by mirroring the recruitment process used for membership in the District English Learner Advisory Committee (DELAC). Each school identified an African American parent/guardian to serve as a representative on the African-American Parent Advisory Committee (AAPAC). Although all African American parents in the district are invited to attend the regularly scheduled meetings throughout the year, having site representation guarantees equitable participation and voice across the district. DELAC and AUSD's Parent Advisory Committee (PAC) also met virtually for the 2020-21 school year. Additionally, Surveys were used in multiple languages and interactive webinars were conducted to check on progress and support needed for distance learning and to provide input on virtual and hybrid learning. Distance learning required schools and families to work as partners in the education of the students in different ways this past year. Because of this, the bonds that school staff formed with parents are stronger than ever and it is AUSD's goal to maintain those relationships in the years to come. In 2021-22, AUSD will recruit PAC representatives from every school to ensure all district parent groups have equal representation. AUSD also plans to host a couple of virtual parent academies to support families with educating their child(ren), advocating for their student's needs, and navigating the educational system.|4|4|3|5|4|4|5|5|5|4|5|4|2021-06-09||2021 07616480115063|Antioch Charter Academy II|3|ACAII supports families in advocating for their own students and all students. The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years. Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth. ACAII supports family members in engaging in advisory groups. A Parent Advisory committee for Special Education developed a curriculum for Ability Awareness Week. Each classroom level used a set of activities to help students better understand what it's like to live with different disabilities. Topics for the Parent Education Program (PEP) were suggested by parents and voted on in a survey sent out in the whole school newsletter. Based on the parent feedback, PEP meetings about school safety, support staff roles in the school, WASC, and supporting student social emotional health were held in 2020-2021. Family engagement activities are planned and implemented by parents on the Family Network Board with the support of staff. During the pandemic, the school surveyed parents multiple times to gather input about returning to school and scheduling preferences. The survey results were used to make school decisions.|Two weeks are scheduled to allow for parent-teacher conferences in November and March. Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals. Students bring home weekly reports of work completed or parents have access to an online grade book or Google classroom where they can view student progress. Parents are provided information about legal rights during IEP and 504 meetings. The school provides PEP (Parent Education Program) opportunities to learn more about their rights in Special Education . The school has a Uniform Complaint Policy in the office and on the website for families.|"ACAII is strong in building partnerships with parents because of the variety of ways that parents can be involved in their students' education. Throughout the year, Parent Education Program (PEP) meetings are held to inform parents of components of the school program. Topics are chosen based on a parent survey. In 2020-2021 PEP meetings were held on Zoom in the evenings to allow as many parents as possible to participate. ACAII has several strengths in building relationships with parents. There are multiple opportunities for 2-way communication between family and educators, including monthly ""2nd cup of coffee"" parent meetings hosted by a staff member, parent-teacher conferences held twice per year, communication by email between teachers and parents, and a Remind app for text based messages. Several school traditions celebrate student cultures, including an annual international potluck held in Intermediate (grades 4 -6), an international day in Primary and Elementary (grades Tk-4); and a school-wide Cultural day every 3 years. The Family Network is ACAII's parent group that plans multiple activities for families and staff to interact while raising money for the school program. During the 2020-2021 school year, the FNB planned a Christmas Tree sale, a school wide Among Us game night, and a Geo-Cache-a-Thon. These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall. All level newsletters and the school newsletter are translated into Spanish. Teachers will work to develop some questions about family culture on a beginning of the year parent survey in order to learn more about each family's culture."|5|5|3|4|4|5|5|5|4|4|4|4|2021-06-15||2021 07616480137430|Rocketship Delta Prep|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 07616550000000|Brentwood Union Elementary|3|BUSD employs a variety of methods to gather input for decision making. These include surveys and parent groups. BUSD continues to strive to build parent involvement in site ELACs and DELAC.|BUSD has a strong history of partnership with families. An area of growth is to continue to reach out and build inclusion/involvement with our English speaking underrepresented families and our Spanish speaking families in order to ensure involvement in all parent activities. This includes site parent nights, Back to School Night, and parent conferences.|BUSD maintains strong partnerships with families. BUSD has set goals for building engagement with underrepresented families, including staff training on diversity, equity, and belonging. BUSD is also striving to recruit and retain employees of color.|5|5|4|4|4|5|4|4|5|5|4|4|2021-10-27||2021 07616630000000|Byron Union Elementary|3|Byron Union School District has multiple opportunities to seek input and have families, community members, and district staff work collaboratively. The district hosts multiple events both in English and Spanish, for families to understand, provide input, and guide the direction of district initiatives, monies, and goals. Yearly LCAP input meetings are held on multiple days and times to accommodate families with differing schedules. The district conducts monthly Climate Committee meetings, Finance Committee meetings, Superintendent's Coffee Hours, DELAC, and Special Education meetings. All meetings are held virtually and recorded to provide the opportunity for more family members to attend. School sites hosts ELAC, Principal's Coffee Hours, School Site Council, and Parent-Teacher Association meetings monthly. The district continues to make family engagement and input for decision-making a priority and has included a focused goal and action plan for this in the 2021-2024 LCAP.|Byron Union School District works closely with families to ensure students have support at school and when working at home. Every school site offers parent conferences twice a year for all students in the district, with the option of virtual conferences over Zoom for families unable to make in-person conferences. In addition, families and teachers work closely together providing constant contact for parents through in-person and virtual meetings, phone calls, and/or emails. Struggling students meet with families, teachers, and administrators to design a personalized plan to provide support and interventions needed. Throughout the school year, BUSD provides virtual information and learning events for families focusing on strategies to support their chiild's learning and progress. The district continues to focus on improving these opportunities for all families, with a focus on underrepresented families.|Byron Union School District has always had a strong focus on creating a welcoming and respectful environment for families and see families as partners in the educational process. There are multiple opportunities at both school and district level for families to engage and communicate with teachers, staff, principals, district office personnel, and the superintendent. The district has identified a need to continue and increase opportunities for family involvement and supports, and has built goals and actions into the three-year LCAP plan to address these needs. To increase the engagement of underrepresented families, BUSD has increased the number of employees who speak the languages of EL families, broadcasting and using virtual platforms for Board of Education, district, and school meetings, and providing training for staff to increase equity awareness.|4|4|3|4|3|4|4|1|3|2|3|2|2021-06-14||2021 07616630130930|Vista Oaks Charter|3|As an independent study charter school that supports homeschool families, Vista Oaks is committed to parent and family engagement and input. As well as ongoing communication on a weekly basis through newsletters and regular teacher communication with parents and students, our teachers meet at least once every twenty days for one-on-one meetings with parents. In addition, our staff hosts many workshops throughout the year and ask for input about the relevant topics. Our Staff and parent educators collaborate on many of the parent workshops. Vista Oaks uses various methods for seeking parent input, such as K-8 Advisory Committee, High School Advisory Committee, School Site Council, and parent/guardian surveys. One resource Vista Oaks continues to improve is participation in input meetings. Vista Oaks continues to work on improving participation and providing opportunities to engage in school. This aligns with the 2021-2022 LCAP and will be monitored by staff. In the electronic input surveys in Spring 2021, 97% of families reported that they are respected as an important part of the decision making for their child’s education and 99% believe that the school and staff care about the success of their children. 100% of staff reported that Vista Oaks promotes academic success for all students and 93% of students report that Vista Oaks is a place where adults treat all students with respect. Staff also indicated that the school sees them as important partners, with 100% agreeing with the statement. While the surveys help to inform staff of the school climate, participation needs to increase to ensure that underrepresented students and families have easy access to the survey. Staff will notify families when surveys become available and will provide access at one-on-one meetings.|Vista Oaks is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create an individualized plan to meet the unique needs and background of each student. To build strong relationships, Vista Oaks communicates regularly with parents, students, and other stakeholders through monthly one-on-one meetings, frequent phone calls/text messages and email, weekly newsletters which are written in English and Spanish, and a robust school website. Vista Oaks also uses a translator when needed for phone calls, school resources, and IEP or 504 meetings. These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school programs. To help our families connect to the greater school community, as well as support learning at home, Vista Oaks hosted 12 virtual parent workshops during the 2020-2021 school year. The attendance at these workshops increased significantly, with a total of over 400 parents/guardians attending compared to 250 the year before. In addition, the school held four School Site Council meetings, five Parent Advisory Committee Meetings, and four parent input meetings for students with disabilities. Staff members were effective at recruiting underrepresented families. Additionally, the school completes several electronic input surveys each year that also informs the LCAP and school goals. However, Vista Oaks needs to improve the participation rate schoolwide with an emphasis on underrepresented families to ensure that all members of the community have the opportunity to voice their opinions. To do this, the survey will be more widely advertised and staff will emphasize its importance when meeting with families and students.|Vista Oaks staff members view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership to ensure student academic and individual success. Regular professional development and survey results are provided to support teachers and staff in developing and maintaining these trusting and respectful relationships. For example, the majority of staff attend summer professional development that includes topics on how to better understand NWEA MAP results and discuss best practices to inform instruction for classroom teachers, advisors, and parent educators. One area that Vista Oaks is continually working on is to use a systematic approach in making resources and supplemental instructional materials easily accessible and parent educator friendly. Teachers are also required to participate in a minimum 10 hours of professional development each year and engage in various team meetings throughout the year that focus on school improvement, including stakeholder engagement and strategies to better instruction for underrepresented students. Through the independent study and homeschool model, Vista Oaks staff is able to foster a relationship with families that supports student learning and development in the home. In addition to one-on-one meetings with families, staff has regular communication to provide guidance. Furthermore, Vista Oaks held numerous workshops for students and parents/guardians. The school hosted 12 virtual parent workshops during the 2020-2021 school year and found that this was a very effective method to reach more families. Vista Oaks' staff often collaborated with parents when planning and presenting the workshops. A variety of topics were covered, including homeschool organization, a curriculum fair, writing, and instructional strategies. Also, the school held four School Site Council meetings, five Parent Advisory Committee Meetings, and four parent input meetings for students with disabilities. Vista Oaks’ academic counselor also hold college and career activities in which parents were encouraged to attend virtually, as well. This goal aligns with the goals set in the LCAP and are frequently monitored by the staff. Vista Oaks sees transparency as a critical part of the school’s success. Thus, families are given a school handbook stating parents rights and the process and policies to exercise their rights. In addition, the handbook is available on the school’s website along with the LCAP, Board Meeting agendas, WASC Self-Study Report, and other resources.|5|5|4|5|4|5|5|5|5|4|4|4|2021-06-07||2021 07616710000000|Canyon Elementary|3|Parents/families collaborate with staff on many aspects of day to day operations. We have an active parent community that comes together multiple times a year to collaborate with staff and to support the school. We will continue to reach out to parents who are less engaged in an effort to gather feedback.|Canyon Elementary seeks to improve and promote stakeholder involvement and collaboration through various pathways. The use of newsletters, group emails and public meetings keep families informed of the day to day operations. Our staff wants to ensure that communication is readily available to all families and they are always willing to meet with families to discuss questions and concerns to support their child. Canyon Elementary seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are conducted, where stakeholder groups are encouraged to provide input as a guide to develop goals and inform decision for our budget.|Given our tiny student population of 73 total students, a unique strength we have is that we get to know our families throughout their child's K-8 academic path which creates strong connections and builds trust over time. Our staff is very approachable and families reach out with lots of questions, feedback and suggestions. We continue to reach out to individual families that may be reluctant to communicate with us and find multiple ways to get their feedback including parent meetings, online surveys and online meetings to give additional access to information and input for all families. This year still presents some obstacles due to Covid-19 which we are focusing on as we support our families with up to date county health information, weekly pooled testing for our students/staff and access to community resources.|3|4|3|3|3|4|4|3|3|3|3|4|2021-11-09||2021 07616970000000|John Swett Unified|3|The Parent Advisory Council, formed during the 2018/19 school year, has developed into a diverse group of parents who advise the district on issues of importance to them and their children. The group's meetings are open to all families, and the turnout has been steady. Parents from all sites, from different socioeconomic, ethnic and language groups, are in attendance and participate in all discussions. The DELAC, strengthened this year, has been tasked with advising the district on English Learner issues, and has also developed into a regular group of parents willing to engage in advising the district and helping to make decisions. While the expansion of our Parent Advisory Council was a good start, we still have more to accomplish. Specifically, we want to make sure our underrepresented and traditionally marginalized families can be engaged in multiple ways including increased involvement on our School Site Councils, PTAs, and fundraising groups. Our District is engaged in extensive work in the area of anti-racism and equity. This work includes working with various consultants who are helping us figure out how best to connect with our underrepresented and traditionally marginalized parents and families. Our plan is to use these learned strategies to expand our ability to garner more parental input on our decision-making.|We believe that partnerships with our families are essential for supporting student learning. and JSUSD has worked to improve parent and family engagement over the past year. Through the development of a Parent Advisory Council, administrators, teachers and classified staff, parents and other community members are now meeting monthly to discuss issues of importance to the group, such as developing after school tutoring support and arts education. Another new group formed this year by the teachers' union, JSEA, is the Social Justice Activities Committee, a group that has invited the entire community to learn and talk about issues of equity. The District's DELAC (District English Learner Advisory Committee) has become more active this year in inviting parents to participate in decision-making regarding reclassification of English learners and other issues related to their children's educations. In these meetings, conversations are being held regarding doing a better job learning about each family's cultures, strengths, languages, and goals for their children. Individually, teachers have traditionally met with families during parent/teacher conferences, but it is a goal for the District that a more focused and systemic approach will be taken. Celebrating students' cultures has been a topic discussed. Finally, the LEA is in the initial implementation stage of engaging in 2-way communication between families and educators using language that is understandable and accessible to families. Translation services are offered in all formal meetings, but are not always readily available at the sites, and translation is not available for every language spoken in the District. We are also using social media to reach out to parents and families. Our District Facebook page has over 400 followers and is updated frequently.|The District understands the importance of parent involvement and has offered different ways for all parents and community members to be engaged. The District's Parent Advisory Council was designed to improve parent engagement and involvement and build relationships with our parent community. Meetings are held to encourage activism among parents and empower parents who have not always felt welcomed or included. This committee meets monthly and is headed by parents and/or community members. The PAC is active in discussing needs at the schools and in proposing actions to improve student outcomes. They have been especially important as we determine how to spend our Cares Act funds. Separate PAC meetings are held for our Spanish speaking parents so they can address issues unique to their community and needs. The District has brought translators to school meetings and to SST and IEP meetings, and availability of translation services is becoming more known to parents. Finally, the District successfully negotiated translation services into our Collective Bargaining Agreement with CSEA (our classified employees union) and is creating a new position: Bilingual Community Liaison.|3|3|3|3|3|4|4|3|4|4|4|3|2021-06-09||2021 07617050000000|Knightsen Elementary|3|We have school site council at each site. Likewise, we hold coffee with the principal and have had an evening/coffee with the principal meetings. Parents are polled several times a year regarding school safety, LCAP, extracurricular activities, facilities and programs. Hide Information|One of the true strengths of the Knightsen Elementary School District is the parent community and involvement. There are many ways for our parents to be involved within our school that stretched volunteering in a classroom or being on a parent club committee. Likewise, each year we gold at least 2 family activities for our Spanish speaking families. We have held coffee with the principal dates as well as an evening with the superintendent. We host several community events each year. Parents of students with exceptional needs are asked to complete an annual survey regarding their participation in the IEP process. Families and students are surveyed using the California Healthy Kids Survey. We have a bilingual staff member in each school office and during important meetings. We provide free transportation to and from school for unduplicated students. We partner with many community entities to allow them access to our facility. 4-H and athletic programs who sponsor socio-economically disadvantaged students.|Being a small school district affords us the ability to personally reach out to students and families in need. We have an RTI monitoring process where teachers log their students who have concerns and keep a running log of RTI and parent contact. Beyond scheduling time to have parent/teacher conferences, we have frequent SST's and have 1.5 FTE intervention teachers and .5 ELD teacher. In monthly meetings, students of concern are discussed and contact is initiated with families. In our middle schools, we have shifted to reflect a student led conference model of meeting having opted to move away from the traditional parent/teacher format. At the beginning of the school year, we have a walk through registration. Families have the opportunity to meet office staff, have assistance with transportation, lunch and enrollment forms. Families who do not attend this registration time receive a phone call from the school welcoming them to the new year and letting them know to expect paperwork.|5|5|5|5|5|5|5|5|5|4|4|5|2021-07-28||2021 07617130000000|Lafayette Elementary|3|Lafayette School District provides opportunities for parent/guardians to engage and to be a part of the decision-making process with school activities, conferencing with teachers, parent education curriculum workshops, site-specific special education dialogue groups as well as our District sponsored parent education. Parent involvement opportunities are established and offered to all parents through a variety committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific townhall meetings and one on one meetings with parents. The District English Language Assessment Committee (DELAC) supports parents of students with Limited English Proficiency (LEP). The purpose of DELAC meetings is to provide a forum where information is shared regarding programs, new initiatives and other current issues of importance to the education of EL students. The DELAC reviews and gives input on programs and services across the District and looks at District-wide needs and assessment on a school-by-school basis. This information includes school reports and translations if needed. There is a review of District goals and objectives for English Learners and development of a District plan. The District Dialogue meetings are specifically for Special Education students and these meetings provide time for dialogue and discussions around District protocols and ways parents can share input toward decision-making processes regarding student programs and instruction.|Parent involvement opportunities and building partnerships are established and offered to all parents through a variety of committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific townhall meetings and one on one meetings with parents. These meetings focus on input from families and development of family engagement practices. School sites/teachers regularly communicate to parents about the curriculum and rigorous standards. There is always a focus on the best ways to communicate and work with parents as equal partners to implement and coordinate parent programs and build ties between schools and parents. Our Title I schools utilize a parent compact with families committing to the partnerships with the student, teacher and parents.|Lafayette School District provides opportunities for parent/guardians to engage in parent education curriculum workshops, site-specific special education dialogue groups as well as our District sponsored parent education. Title I schools utilize their School Site Councils for parents review academic content standards and academic progress. Parent involvement opportunities are established and offered to all parents through a variety committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific townhall meetings and one on one meetings with parents. These meetings focus on input from families and development of family engagement practices. School sites/teachers regularly communicate to parents about the curriculum and rigorous standards. There is always a focus on the best ways to communicate and work with parents as equal partners to implement and coordinate parent programs and build ties between schools and parents. Materials and resources are available to parents through the District website, and translation materials are available if needed. The District English Language Assessment Committee (DELAC) supports parents of students with Limited English Proficiency (LEP). The purpose of DELAC meetings is to provide a forum where information is shared regarding programs, new initiatives and other current issues of importance to the education of EL students. The DELAC reviews and gives input on programs and services across the District and looks at District-wide needs and assessment on a school-by-school basis. This information includes school reports and translations if needed. There is a review of District goals and objectives for English Learners and development of a District plan. Information is collected and reviewed using the home language survey. The committee reviews the District's reclassification procedures and written notifications required to be sent to parents and guardians. Our English Learner parents are also invited to parent education nights that review curriculum focuses across the content areas and other health and wellness parent education. Parents are given multiple modalities, both written and online, in support of ways to improve/help their student's achievement. These are provided in different languages, as needed. The District provides site-based dialogue meetings for families with students with disabilities twice a year. These meetings provide special accommodations for families who have special accessibility needs.|5|5|4|5|5|5|5|5|5|5|4|5|2021-06-16||2021 07617210000000|Liberty Union High|3|1) After analyzing the results to the parent survey, our district found that 29% of parents either agreed or strongly agreed that they have a say in school-level decision making. Additionally, 21% of parents feel that they have a say in the decision making process at the district level. When parents were asked what would help increase their involvement, 55% responded with needing more information on involvement opportunities and 50% said communication between the schools and parents. Interestingly, when parents were surveyed about the access that they have with LUHSD staff, their responses indicated that a vast majority (86%) felt that they had the ability to communicate with administration, teachers and support staff when needed. Despite the percent of parents that felt they do not have a say in the decision making process, 56% of parents said that the school district as a whole encourages parental involvement. 2) When looking parent survey results regarding parental participation in programs, 71% of parents reported attending or participating in a school activity or event within the last 2 years. 3) Liberty Union High School District administered a parent survey in English and Spanish via Survey Monkey. This survey was linked to our district website and parents were notified about access to the survey via automated call. The survey was open to all grade levels at all sites within LUHSD. A record 1288 responses were submitted to the district.|LUHSD has made good progress in building relationships with diverse families in our community. All school and district information is sent home in English and Spanish. Additional translation is provided to other families when needed. Staff members have received staff development on understanding how the see cultural differences as assets and how to support students from different cultural backgrounds.|LUHSD has provided a variety of staff development opportunities for teachers and administrators, including organizations such as The World Trust, McREL, Epoch Education, and the Contra Costa County Office of Education. Staff development is designed to provide engaging lessons to diverse student groups, and to effectively communicate with students and parents from diverse backgrounds. There have been culturally-specific parent nights, such as African American Parent Night, and College Information Nights in Spanish form our Spanish-speaking parents. Through the LCAP process, LUHSD has provided Targeted Assistance Counselors to work with students and families from underrepresented groups. Additionally, there are bi-lingual parent liaisons on each of the comprehensive high school campuses.|5|5|5|5|5|5|5|5|4|4|4|4|2021-11-17||2021 07617390000000|Martinez Unified|3|In the 2020-21 California School Parent Survey, approximately 90% of parents surveyed indicated the Strongly Agree or Agree the “The school encourages me to be an active partner with the school in educating my child” and 71% overall Strongly Agree or Agree the “School actively seeks the input of parents before making important decisions.” Parents also noted they “feel welcome to participate in the school”, 77% Strongly Agree or Agree. Parents surveyed also noted 93% Strongly Agree or Agree that “The school keeps me well-informed about school activities.” As listed under the Building Relationships section, MUSD provides multiple opportunities for parent and stakeholder engagement. This invitation to participate and collaborate in school and district decision making committees is made to all families, including underrepresented families and have used multiple communication methods in order to capture a wide parent audience. MUSD recognizes not all our underserved families use email and many prefer paper flyers, text (Remind App) and Robo-Calls. These are some of the many ways we communicate with our underserved population to encourage input and involvement. We also offer meetings at varying times, mornings, afternoons and evenings to capture as many stakeholder voices as possible. In additional to the California School Parent Survey given to all 5th, 7th, 9th and 11th grade parents, MUSD also administers an annual parent survey via the LCAP advisory committee as another avenue to capture decision making input from parents. This survey is available in English and Spanish. Parents are vital members in the following site and district level decision making committees; LCAP Executive Advisory, Safety Committee, Curriculum Advisory Committee, ELAC/DELAC, Budget Advisory, Master Facilities Planning, and School Site Councils. MUSD’s Superintendent also visits all PTA meetings regularly to provide important information and gather parent feedback for decision-making. MUSD will continue to utilize multiple communication tools to engage underrepresented families.|Martinez Unified School District administered the California School Parent Survey by CalSCHLS in 2020-21. Overall, we had 470 parents participate in the survey (324 from Elementary, 137 from MS and 8 from High School). Of the parents who responded a little over 50% of the parents identified as White, 13% Two or More Races and 11% Hispanic or Latino. 25% indicated they are eligible for Free or Reduced Price Meals and 2% indicated their students were in EL program and 14% indicated their student had an IEP. Parent participation looked very different this year with school closures and distance learning. In many ways we can report that parent participation and engagement was high with academic learning and daily instruction as many parents assumed the role of a co-teacher at home. Just as in past years, MUSD continues to promote and encourage parent participation both in and out of the classroom. The top ways in which parents participate is high is through events such as Back to School Night, attending “virtual” performances, and supporting PTSA. We also asked parents for feedback as to how we can further increase parent involvement and the number one response was to provide more timely information about opportunities. To that end, MUSD has created ongoing opportunities for engagement and means of disseminating information, via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will continue to administer this survey each school year, analyze results, and share this analysis with the Governing Board. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, Remind App, Newsletters and Family Liaisons, to ensure the results represent the largest amount of stakeholder voice possible. We also have parents participate in various district committees such as Curriculum Advisory Council (CAC), This committee means a minimum of four times a year to review and approve curriculum and new courses. This process includes access and equity for our diverse populations and student needs. Parents participate in our LCAP Executive Advisory Committee (EAC) and were an integral member in the drafting of our new three-year LCAP. MUSD also engages parents via the MUSD Budget Advisory committee and Safety Committee, parent membership and participation are a critical component to the makeup of these committees. LEA, community and parent members activity review, collaborate and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year. For the 2021-22 school year we will be expanding our site-based Equity Committee to ensure we are engaging our underrepresented families in needs of their students, as we see a need in ensuring this parent voice is heard.|For the past few years, MUSD has funded two bilingual Family Liaison positions in an effort to support and build parent partnerships for student outcomes. We value the partnership between home and school and believe this connection is essential to the success of our students. Our Family Liaisons support all seven school sites with school/parent communication (i.e. flyers, newsletters, website, Robo-Calls, and individual phone calls). They are also available to translate at parent-teacher conferences, IEPs, school sponsored parent events, such as Open House, Back to School Nights, and Parent Ed. Parent Liaisons translate all School Board Meetings. Family Liaisons have been an integral piece of our ELAC/DELAC committees. They support with translation, as well as encouraging families to attend. Family Liaisons have also supported MUSDs Latino Family Literacy Program, with the support of MUSD teachers and staff, to develop courses to support parents with reading to and with their child at home. Through our ELAC/DELAC committees, MUSD provides parents with training and information regarding how to parents can collaborate with the school to support their child. We offer information and support in transition between levels (elementary to middle and middle to high), college visits, how to navigate A-G requirements, Reclassification, etc. PTA is a strong supporter of MUSD schools and will collaborate with school sites to provide timely and relevant parent education opportunities, as well as host Family Nights to encourage all parents to connect with the school community. MUSD also hosts parent information nights such as How to Address Vaping, Supporting your Digital Citizen and Digital Safety Trainings, and College and Career Nights. For the 2021-22 school year, MUSD will be to adding college visits for parents back to our DELAC committee activities and parents have asked for more support with the transition from middle to high school. We will be exploring ways to accomplish this goal. This goal aligned with our California School Parent Survey, which indicated the need to take a closer look at how we are “informing our parents on how to help their child plan for college or vocational school.” 74% of parents do not know how to help their child.|4|3|4|4|3|3|3|3|4|4|3|4|2021-06-28||2021 07617470000000|Moraga Elementary|3|District staff regularly engage parents via School Site Council, the Coordinating Council, PTA, MEF, Governing Board meetings, Student Study Teams, communication, and parent-teacher conferences, to name a few. Translation services are provided as needed. The District continues to ensure diversity on committees and purposely invites parents of ELL and low-income students to participate. Surveys have been frequently used to seek input from all parents and survey results can often be disaggregated by demographic groups. A Parents of Exceptional Moraga Students (POEMS) group meets at least four times a year for the opportunity to provide input into programs serving students with disabilities. The District Cultural Proficiency Committee increased membership this past school year and made significant changes, such as altering the District’s mission, vision and core values. While examples demonstrate evidence of engagement, the 21-22 LCAP includes “actions” to improve upon prior year successes to increase engagement.|The Moraga School District dedicates five days for professional development recognizing building teacher capacity leads to increased student achievement. The District provides families information and resources via newsletters, websites, and at PTA, School Site Council and Governing Board meetings. The new Parent Square communication platform is also used to inform parents of district and other resources. The District’s ELL teacher holds individual parent-teacher conferences with parents and all elementary teachers dedicate a week to parent­ teacher conferences. Conference time is used to communicate student progress and develop improvement plans. All schools hold Student Study Team meetings whereby specific concerns are addressed and detailed plans are developed. Parents, administration, teachers and other staff attend Student Study Team meetings. The District sends parents an annual Parent Notification document so that parents are aware of their rights. While staff provide support as needed to explain parent rights, the District plans to be proactive and communicate support is available.|Numerous opportunities are provided for parents to participate in school and district programs and to provide input in the development of short term and long term plans, such as the LCAP. Opportunities include communication to participate, reminders, invitations from PTA and the Moraga Education Foundation, surveys, website information, committee participation, School Site Councils, and among others, public comment at Governing Board meetings. Communication improved with the implementation of Parent Square, an online communication platform that sends email and text messages and serves as a depository for all communication. The District’s Cultural Proficiency Committee provided six parent education programs, as well as staff workshops to support staff in learning about each family’s strengths, cultures, languages, and goals for their children. Teacher leaders at each school were established to further the work of the Cultural Proficiency Committee. Focus areas for improvement include additional parent education and programs and activities related to diversity, equity and inclusion. Parents, teachers and site administrators frequently communicate formally and informally to discuss student progress.|4|4|3|4|3|4|3|3|3|4|3|3|2021-06-15||2021 07617540000000|Mt. Diablo Unified|3|Mt. Diablo Unified used the recommended survey tool from the California Department of Education to survey parents and advisory members on how to best seek input for decision-making. Key findings from this survey indicated that high percentages of parents believe that the District is in the “Initial Implementation” phase in building the capacity of and supporting principals and staff to effectively engage families in advisory groups, in providing families with opportunities to provide input on policies and programs, implementing strategies to seek input from any underrepresented groups in the school community, and in providing opportunities to have families, teachers, principals, and district administrators work together to plan, implement and evaluate family engagement activities at school and district levels. Key findings from this survey also indicated that high percentages of parents believe that the District is beginning to build the capacity of family members to effectively engage in advisory groups and decision-making. The District will continue to hold monthly School Site Council, Community Advisory Committee, Parent Advisory Committee, District English Advisory Committee, and Equity Advisory Committee meetings. Parents, guardians and community leaders will be actively recruited to participate in site and district level decision-making advisory groups to improve the District’s capacity to partner and engage with underrepresented families and communities. Mt. Diablo will also continue to solicit families and staff from diverse backgrounds to take on positions of leadership at the school or in the community.|Mt. Diablo Unified used the recommended survey tool from the California Department of Education to survey parents and advisory members on how best to build relationships between staff and families. Key findings from this survey indicated that high percentages of parents believe that the District is in the “Initial Implementation” phase in developing the capacity of staff to build trusting and respectful relationships with families, in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children, and in developing multiple opportunities to engage in 2-way communication using language that is understandable and accessible to families. Key findings from this survey also indicated that high percentages of parents believe that the District is beginning to develop welcoming environments for families in the community. Based on this data, a focus area for improvement will be to expand and coordinate the work of community service assistants at school sites to engage with underrepresented families, work with sites to plan parent education nights focused on topics they have identified, and working to bring in community organizations to the school sites to minimize barriers and build stronger relationships between home and school. Mt. Diablo will also continue to solicit families and staff from diverse backgrounds to take on positions of leadership at the school or in the community.|Mt. Diablo Unified used the recommended survey tool from the California Department of Education to survey parents and advisory members on how best to build partnerships for student outcomes. Key findings from this survey indicated that high percentages of parents believe that the District is in the “Initial Implementation ” phase in all areas: providing professional learning and support to staff to improve a school’s capacity to partner with families, providing families with information and resources to support student learning, implementing policies or programs for teachers to meet with families and students to discuss student progress, and in supporting families to understand and exercise their legal rights and advocate for their students. Focus areas and activities to improve partnerships for student outcomes include the continued support of counselor and community service assistant positions at all levels, the expansion of AVID parent nights, and the continuation of Project 2inspire, the Parent Institute for Quality Education (PIQE), and the Wellness Series, which provide information and resources for parents on high interest community topics. Utilizing staff from the Mt. Diablo Equity and English Learner Departments, principals and teachers will receive training on how best to improve a school’s capacity to collaborate and engage with underrepresented families.|3|3|3|3|3|3|3|1|3|3|1|1|2021-06-23||2021 07617546118087|Eagle Peak Montessori|3|We have three groups where parents are represented and are able to provide input on the school. First is our Parent Teacher Leadership Group which was established in 2004 in order to increase cooperation between parents and staff. Then our school, as a charter has a board which is comprised of parents, community, and staff. The board is the governing body for the school. All of the groups work together to ensure that all families are represented. The meetings of all groups are open to the public.|Again, this is an area for strength with the school community. We have also started utilizing a newsletter format to further engage families that translates all information in a large variety of languages. The newsletter also has tracking available to help us see who is and who is not able to open the document. We will continue to track and make sure that we are not missing any of our families in the receipt of this information through tracking online and reaching out when we see a family has not accessed the newsletter.|Throughout the school's history we have nurtured the family school relationship. From the initial admissions process we are reaching out to families and eliciting their information about their goals for their children. Each fall and spring we hold partnership (conferences) between the parents and teachers. The students in older grades lead these conferences. We get over 97% participation in these meetings and we follow up with families who are not available but offering times outside of the school day to meet. We do not have a problem with any underrepresented families not participating in these meetings. However, if that were to occur, we would reach out to find more convenient times for meetings, if there are needs for translators, etc.. in order to ensure that all families had equal access.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 07617620000000|Oakley Union Elementary|3|The OUESD Family Engagement Policy was developed jointly with parents and stakeholders at each site and was approved by the governing board. At schools, parents have opportunities to participate on the School Site Council and the English Learner Advisory Committee. These school site groups provide input and approve the Family Engagement Policy and the Single Plan for Student Achievement. Our Family Engagement Policy is distributed at the beginning of each year in the parent handbook and is available on the district website. In addition, parents representing all schools participate on parent and community leadership committees at the District level, including the District English Learner Advisory Committee and the LCAP Committee. These parent and community leaders are provided training and multiple opportunities to give input on a variety of District initiatives so that they can participate meaningfully on the quality and content of family/community engagement supports. OUESD invites all parents to complete an annual survey for schools to be better informed about the diverse needs of their families and the effectiveness of their family engagement programs. The results from this survey are published for all stakeholders to review and are utilized in the update of the district LCAP and each site’s Single Plan for Student Achievement.|OUESD is always finding additional ways to increase parent involvement and engagement throughout the year at both site and District family education and social events, committees and volunteer programs. To ensure parents have access to participate in our schools and events, we have district parent liaisons available at our school sites in addition to translation services, provided virtual and written communication. Some of the site/District events and programs include but are not limited to: Back to School Night, Open House, Family Literacy/STEAM Nights, Kindergarten Readiness Fair, Middle School Orientation, Family FUN Nights, Read to Grow, Second Cup of Coffee, and Holiday Sing Along. Opportunities for parent involvement in decision-making at the site/District level include but are not limited to: School Site Council (SSC), District/English Language Advisory Committee (DELAC/ELAC), Parent Teacher Association (PTA), and the Local Control Accountability Plan (LCAP) Advisory Committee. Please note these events were held virtual during the 202-2021 school year.|OUESD assists parents in understanding such topics as the challenging state academic standards, state and local academic assessments, attendance and behavioral expectations, accountability requirements, how to monitor a child’s progress and work with educators to improve the achievement of their children. This information is presented to parents through a variety of avenues, including, Second Cup of Coffee meetings with the principal, ELAC meetings, DELAC meetings, Back to School Night, PTA, Title 1 parent meetings, and School Site Council meetings. Additionally, virtual events to support student/family social and emotional needs. Topics and audiences for these events were designed with the needs of our students. Written information will be provided through monthly newsletters. Information is provided on the district and school websites. As a district we gather feedback from our families to find additional ways to support them.|4|3|4|3|3|3|3|3|3|4|3|3|2021-06-23||2021 07617700000000|Orinda Union Elementary|3|Orinda USD has a high level of parent involvement, and is also facing significant adjustments as students return to school in live classrooms after more than 18 months of distance learning and hybrid education models. Currently we are coordinating district and site surveys to collect information about critical issues including student academic progress and social emotional health. Each site has multiple programs and groups that offer parents a wide range of opportunity for engagment and input. The district has also offered parent engagment and education sessions, inclduing this year with a series focused on supporting students who have been learning at home for the past two years. By offering multiple avenues for engagment both with live and zoom meetings, surveys and events, we provide ways for a diverse group of parents to get involved. We also are using data with our student information system to understand and identify which students need increased support, and how family engagement has played a factor in student success. One area of focus includes work with our DEI specialist to help facilitate the development of an equity plan that will improve parent engagement with our underrepresented familes.|Last year was particularly challenging with distance learning and then hybrid schedules for student return beginning in February of 2021. There was an increased communication plan to address this new landscape, including weekly updates from the District to all families, increased board meetings where public input was welcomed, and a large increase in site newsletters and other means of sharing the rapidly evolving information about COVID-19 and the implications for students and families. This included the development of multiple response plans with diverse stakeholder input, including the Orinda Plan for Education Now (O.P.E.N) Through whole group and small group discussions this year, stakeholders identified actions needed for 2018-19 for each of the five goals for 2018-19. All input received from the LCAP Advisory and other LCAP input sessions were logged, discussed, typed, and recorded. The Director of Curriculum and Instruction facilitated all stakeholder input sessions. The Superintendent responded in writing to comments received during the public comment period. Orinda is focused on establishing stronger connections with our English Learner families, including the development of the Orinda School International Families Association (OSIFA) .|"Orinda Union School District also has a strong culture of building relationships to develop meaningful parent participation and engagement. Some of the groups and programs that parents are involved with include: *Coordinating Council: District Staff, Superintendent, Site Principals and PTA presidents from all sites meet monthly to discuss District-side issues and programs. *Site Councils: Each site has an active Site council that participates in the development of a school site plan *Before School After School Parents Clubs run a wide variety of programs at each site that serve or support more than half our students. *Site PTA's and our Parent Foundation (Orinda Network for Education) contributed roughly 30% of our total 36M dollar revenue for 2019-2020. *District DEI group (Welness & Inclusion for Student and Staff Equity) and a site Community Coalition which helps promote equity and inclusion in our school community. Technology Committee, Strategic Planning Process, LCAP Advisory, Block Schedule Advisory Group, Family Math and Science Nights, Grandparents Day are but a few examples of the ways that parents in Orinda Schools have meaningful and ongoing engagement in decision making and the success of our students. Also, the District has continued with a central theme this year: ""Sharing Our Stories"". To support this work, Orinda has hired a specialist for work in Diversity, Equtiy and Inclusion. Directors, Principals, and all staff at all sites are received anti-bias training from the Anti Defamation League (ADL) . Our partnership with ADL also includes becoming designated ""No Place For Hate"" sites, which focus on school activities and practices that promote tolerance, inclusion, and diversity. One Focus area of improvement is to develop an equity plan which will outline clear and measurable goals for both short a long term equity with for students, staff, and families. Additionally, our English Language Teacher has partnered with families for English Speaking and Newcomer students to form the Orinda Schools International Families Association (OSIFA), a group of parents and staff dedicated to building strong bonds and support all of our international families. This will directly address our focus area for improvement, which is to deepen our support for our English Language Learning families in acclimating successfully to the Orinda community."|5|4|4|5|4|4|5|4|4|4|4|4|2021-06-14||2021 07617880000000|Pittsburg Unified|3|"PUSD’s Family-School Partnership Mission and Programs: https://www.pittsburg.k12.ca.us/domain/1961 Board Meeting minutes online: https://go.boarddocs.com/ca/pittsburg/Board.nsf/Public# (some suggested key word searches: “parent policy,” “parent engagement,” “LCAP,” “Safe Haven,” “Dashboard Local Indicators”) The new Parent Engagement Self-Reflection Tool introduced at the end of the 2018-19 school year by the CA Dept of Education includes questions that are great for stimulating reflection on important issues, while the rating scales may be less helpful. See comments in prior section. We have opted to use the “Initial Implementation” designation when we feel our existing programs and/or parent/stakeholder feedback suggest areas of focus for additional work and/or continuous improvement, even if we are doing some fully-implemented work in this area. Fully-implemented program examples that speak to all areas of this self-reflection tool are listed in the previous section and include: Fully-funded Bilingual Parent Liaisons at every school site; a full-time central Bilingual/Bicultural Coordinator of Parent & Family Engagement; annual training opportunities for our site English Learner Advisory Cttees (ELAC) and our District ELAC; annual joint training of parents and staff for working on School Site Councils (SSCs); our SPED-related informational communications, IEP meetings and 504 Plan communications; site and district translators/interpreters; multiple community input meetings during LCAP development and evaluation; frequent bilingual communications via our website, text, auto-dialer, email and community meetings; an active Aeries SIS Online Parent Portal; a range of informational and capacity-building multi-week workshops; Board policies around parents' rights and responsibilities and their input into decision-making. Note: during COVID we did a tremendous amount of communication with families via Zoom, various types of social media outreach, and engaging in a socially-distanced way with families coming to sites for our expanded meal programs. In this third area of the tool our 2017-18/2018-19 CA Healthy Kids Agree or Strongly Agree responses from parents included: on the one hand, ""school allows input and welcomes parents' contributions"" (80%/82%), and yet also ""school actively seeks input of parents before making important decisions"" (65%/64%). We consider this latter a relatively low rating. While we have training for ELACs, our DELAC, and SSCs, and hold community meetings for LCAP input that is reviewed in board meetings, we are looking for ways to increase both outreach around and meaningful participation in these efforts, particularly in LCAP Community Meetings, in the coming year. We are currently developing a general education Comprehensive Coordinated Early Intervening Services (CCEIS) Plan with key objectives around strengthening partnership with African American parents in our district."|"PUSD’s Family-School Partnership Mission and Programs: https://www.pittsburg.k12.ca.us/domain/1961 Board Meeting minutes online: https://go.boarddocs.com/ca/pittsburg/Board.nsf/Public# (some suggested key word searches: “parent policy,” “parent engagement,” “LCAP,” “Safe Haven,” “Dashboard Local Indicators”) The new Parent Engagement Self-Reflection Tool introduced at the end of the 2018-19 school year by the CA Dept of Education includes questions that are great for stimulating reflection on important issues, while the rating scales may be less helpful. See comments in prior section. We have opted to use the “Initial Implementation” designation when we feel our existing programs and/or parent/stakeholder feedback suggest areas of focus for additional work and/or continuous improvement, even if we are doing some fully-implemented work in this area. Fully-implemented program examples that speak to all areas of this self-reflection tool are listed in the previous section and include: Fully-funded Bilingual Parent Liaisons at every school site; a full-time central Bilingual/Bicultural Coordinator of Parent & Family Engagement; annual training opportunities for our site English Learner Advisory Cttees (ELAC) and our District ELAC; annual joint training of parents and staff for working on School Site Councils (SSCs); our SPED-related informational communications, IEP meetings and 504 Plan communications; site and district translators/interpreters; multiple community input meetings during LCAP development and evaluation; frequent bilingual communications via our website, text, auto-dialer, email and community meetings; an active Aeries SIS Online Parent Portal; a range of informational and capacity-building multi-week workshops; Board policies around parents' rights and responsibilities and their input into decision-making. Note: during COVID we did a tremendous amount of communication with families via Zoom, various types of social media outreach, and engaging in a socially-distanced way with families coming to sites for our expanded meal programs. We have also used our CA Healthy Kids Survey to capture family voice. In this second area of the tool our 2017-18/2018-19 Agree or Strongly Agree responses from parents included: ""school encourages me to be an active partner with the school in educating my child"" (84%/88%); ""school staff treat parents with respect"" (86%/89%). Areas in particular need of improvement include: schools ""provide information about why your child(ren) is/are in particular groups or classes"" (60%/60%); and ""providing information on how to help your child plan for college or vocational school"" (58%/64%). Due to COVID our response rates in 2019-20 were not as reliable; we are currently reviewing 2020-21 CHKS data. We are currently working on a Comprehensive Coordination of Early Interventing Services (CCEIS) Plan to strengthen partnership with African American parents."|"PUSD’s Family-School Partnership Mission and Programs: https://www.pittsburg.k12.ca.us/domain/1961 Board Meeting minutes online: https://go.boarddocs.com/ca/pittsburg/Board.nsf/Public# (some suggested key word searches: “parent policy,” “parent engagement,” “LCAP,” “Safe Haven,” “Dashboard Local Indicators”) The new Parent Engagement Self-Reflection Tool introduced at the end of the 2018-19 school year by the CA Dept of Education includes questions that are great for stimulating reflection on important issues, while the rating scales may be less helpful. See comments in prior section. We have opted to use the “Initial Implementation” designation when we feel our existing programs and/or parent/stakeholder feedback suggest areas of focus for additional work and/or continuous improvement, even if we are doing some fully-implemented work in this area. Fully-implemented program examples that speak to all areas of this self-reflection tool are listed in the previous section and include: Fully-funded Bilingual Parent Liaisons at every school site; a full-time central Bilingual/Bicultural Coordinator of Parent & Family Engagement; annual training opportunities for our site English Learner Advisory Cttees (ELAC) and our District ELAC; annual joint training of parents and staff for working on School Site Councils (SSCs); our SPED-related informational communications, IEP meetings and 504 Plan communications; site and district translators/interpreters; multiple community input meetings during LCAP development and evaluation; frequent bilingual communications via our website, text, auto-dialer, email and community meetings; an active Aeries SIS Online Parent Portal; a range of informational and capacity-building multi-week workshops; Board policies around parents' rights and responsibilities and their input into decision-making. Note: during COVID we did a tremendous amount of communication with families via Zoom, various types of social media outreach, and engaging in a socially-distanced way with families coming to sites for our expanded meal programs. We have also used our CA Healthy Kids Survey to capture family voice. In this second area of the tool our 2017-18/2018-19 Agree or Strongly Agree responses from parents included: ""school encourages me to be an active partner with the school in educating my child"" (84%/88%); ""school staff treat parents with respect"" (86%/89%). Areas in particular need of improvement include: schools ""provide information about why your child(ren) is/are in particular groups or classes"" (60%/60%); and ""providing information on how to help your child plan for college or vocational school"" (58%/64%). Due to COVID our response rates in 2019-20 were not as reliable; we are currently reviewing 2020-21 CHKS data."|3|4|3|3|3|3|3|4|4|4|4|3|2021-06-23||2021 07617960000000|West Contra Costa Unified|3|WCCUSD continues to streamline the School Plan for Student Achievement (SPSA) process which helps District staff to develope a pacing guide for School Site Councils (SSC) and respective advisory committees. This streamlined SPSA timeline will allow WCCUSD to develop supporting tools for staff and families to collaborate effectively to impact student achievement. The District has had a robust stakeholder engagement process which has resulted in strong parent leadership in our District level advisory committees such as the African American Site Advisory Team, Community Advisory Committee for Special Ed, District Local Control Accountability Plan committee and the Multilingual District Advisory Committee. Through the Full Service Community Schools model and the SPSA development process, WCCUSD is continuing to improve our methods of engagement and development of comprehensive, multi-tiered systems of support that ensure all efforts include the use of data and are aligned to student achievement.|WCCUSD continues to make some progress toward strengthening relationships between families and staff by providing training to School Community Outreach Workers; this training includes emphasis on the need to focus on developing relationships, connecting family engagement to student learning, and increasing two-way communication.Efforts continue to be made to ensure that schools have comprehensive plans to engage all families.|WCCUSD continues to have the potential to scale current efforts for family engagement that connect to student learning. More time continues to be needed as WCCUSD returns to in-person learning so that district staff can provide professional development to school teams. WCCUSD continues to work on alignment of family engagement efforts with the actions and services included in Goal 1; Achieving Student of the LCAP. Aligning teaching and learning initiatives with grade level expectations and parent engagement will ensure greater coherence in our school programs. WCCUSD currently has one round of parent teacher conferences for parents to meet and discuss student academic progress. WCCUSD parent leaders have continued to increase their leadership by directly facilitating parent advisory committees.|3|1|3|3|3|3|2|3|3|3|2|2|2021-06-09||2021 07617960101477|Leadership Public Schools: Richmond|3|School Site Council serves as the primary decision-making body that contains representative of all stakeholders: school principal, teachers, other school personnel, parents and students. The Council works together to identify common goals, assist the leadership team in establishing a plan to achieve the goals and monitor progress on the Local Control and Plan. Each member of the Council shares their unique perspective and knowledge of the school’s needs, as they affect all students, during SSC meetings. The Council receives training throughout the year from the Coordinator of Compliance and Special Projects that focus on deepening knowledge on various policies, group facilitation and budgets. The Coordinator of Compliance and Special Projects works closely with the Executive Team of the Council to support and build their capacity prior to each meeting. For the 2021-2022 school year, the Parent and Community Engagement Liaison will work with the School Site Council to plan, design, implement and evaluate family engagement activities at school and district levels. During COVID, tracking family engagement in virtual meetings was not implemented with fidelity. The Parent and Community Engagement Liaison staff member will work closely with our leadership team, student support services, counseling team, and teachers in developing a robust programming throughout the school year to inform, empower and engage families on monthly basis. Engagement numbers will be reviewed and discussed on a regular basis as a method for reflecting and monitoring progress for increasing engagement among underrepresented families.|Parents have multiple opportunities to engage in meetings throughout the school year with the school leadership team, counselors, support staff and teachers. Parents have the opportunity to be involved in School Site Council that is intended to be a decision-making body that represents all stakeholders of the school community. The team develops, monitors and revises the Single Plan for Student Achievement and Local Control and Plan, the SSC allocates resources to support the plan. Teachers have parent conferences in the fall for all students to discuss and review students’ strengths and academic progress. Students have the opportunity to participate in the meeting. For the 2021-2022 school year, there will be a new position called the Parent and Community Engagement Liaison that will be the primary person responsible for offering a series of parent workshops and/or resources throughout the year that address student learning and development in the home, advocacy and training on school programs and academic initiatives specifically for parents/families of developing bilingual learners (EL Students). Strategies will be provided to parents and topics will be devised based on guardian needs of underrepresented families.|School leadership teams host monthly parent meetings to engage all families in the opportunity to receive updates, view and discuss school-wide data, meet and learn about various staff members, ask questions of concern and to build partnership with other families. All meetings are translated for Spanish speaking families. Multiple opportunities for feedback are provided throughout the school year to parents via online surveys. Parental participation has not been tracked during this unique time of COVID0-19. An area for improvement for the 2021-2022 is develop a tracking system to monitor the engagement of all families with a special emphasis on our underrepresented families. For the 2021-2022 school year, there will be a primary point person within our main office that will serve as the Parent and Community Engagement Liaison. This staff member will work closely with our leadership team, student support services, counseling team, and teachers in developing a robust programming throughout the school year to inform, empower and engage families on monthly basis. The Parent and Community Engagement Liaison will receive ongoing training and professional development in the best practices for working with and supporting our underrepresented families.|5|5|5|5|5|4|5|5|5|5|5|4|2021-06-14||2021 07617960110973|Richmond College Preparatory|3|The Family and Community Engagement Coordinator participated in various virtual trainings to become proficient in Zoom, Facebook Live, SteamYard, and mindfulness practices to help families join the various online advisory and decision-making committees. Virtual Parent/teacher conferences were held during distance learning twice throughout the school year (November and March). Families meet with classroom teachers to discuss the academic, behavioral, and social progress of their students. Families are also encouraged to participate in the monthly meetings of RCP’s School Site Council and the English Learner Advisory Committee. At School Site Council (SSC) meetings, the Family and Community Engagement Coordinator provides training on legal rights advocacy, leadership, data analysis, and the Local Control and Accountability Plan (LCAP). Students and families were given opportunities to provide input on policy and programs through the digital parent survey, at the virtual School Site Council (SSC) meetings using Zoom, and on the virtual Local Control and Accountability Plan (LCAP) committee using Zoom as well. In response to the declining participation of our African American parents, we also do direct, targeted outreach to African American parents to attend meetings and/or serve on the School Site Council. In addition, Melanin Mama’s support group was created for African American mothers regarding building a safe, loving community and healthy relationships, sharing resources, and gaining access to resources and activities designed to support their children and families. Families, teachers, staff, and the Directors worked together to plan, design, implement and evaluate family engagement activities at the school and district levels at the virtual School Site Council (SSC) meetings, at the virtual Local Control and Accountability Plan (LCAP) committee, and at the weekly Tea Party.|The Upper Elementary Director and Lower Elementary Director received training from an Instructional Coach who assisted with strategic planning and taught them best practices in communicating with families, attendance, technology, and mitigating learning loss. We created our Online Learning Staff Handbook to clarify new roles and responsibilities in response to the pandemic. This helps teachers and other staff partner with families. The Family Engagement Coordinator modified the Family and Community Engagement Plan to address the challenges of distance learning. She moved the Friday morning engagement meetings to afternoons so parents could support their children while they were participating in distance learning. Attendance by School Site Council (SSC) and English Learner Advisory Committee (ELAC) members at engagement meetings increased with the Zoom format, and they requested that format for next year. Technology such as Zoom and ClassDojo has increased attendance at the monthly meetings by 100% or more. We also did 3 Facebook Live Events, a Back-to-School Barbeque event, a Black History Month event, and an event honoring the life of Cesar Chavez with an average of 100 attendees at each event. We reached out to students and families through the schoolwide use of ClassDojo, robo calls and texts, our school website, and our school Facebook page. Parents and caretakers who were not experienced or comfortable with technology did not readily respond to emails and did not get on Zoom meetings or engage with ClassDojo. One of the reasons for this challenge was their not being able to speak or understand English. To ameliorate this, we made sure that all emails, dojo messages, Facebook posts, and website posts were translated into Spanish. Parents are also encouraged to be part of the School Site Council meetings, ELAC Meetings, Parent Tea Party, and other activities used to build community and engage parents. Virtual parent/teacher conferences were held during distance learning twice throughout the school year (November and March). Families are able to meet with classroom teachers who use formative and summative assessments the MAP, DRA and ELD benchmarks to discuss the academic, behavioral, and social progress of their students. Families are also encouraged to participate in the monthly meetings of RCP’s School Site Council and the English Learner Advisory Committee. At School Site Council (SSC) meetings, the Family and Community Engagement Coordinator provides training on legal rights advocacy, leadership, data analysis, and the Local Control and Accountability Plan (LCAP).|To fulfill the Local Control and Accountability Plan (LCAP), RCP hired 4 years ago a full-time Family and Community Engagement Coordinator to increase and maintain parent/guardian input and participation. Parent/guardian participation in Friday Parent Meetings has increased by more than 60%. The Family Engagement Coordinator modified the Family and Community Engagement Plan to address the challenges of distance learning. She moved the Friday morning engagement meetings to afternoons so parents could support their children while they were participating in distance learning. Attendance by School Site Council (SSC) and English Learner Advisory Committee (ELAC) members at engagement meetings increased with the Zoom format, and they requested that format for next year. We added an additional week to our Summer PD to provide training for all staff in building trusting and respectful relationships with families and for implementing distance learning. Before the first day of school, RCP holds a parent orientation to explain relevant school policies and distribute the Parent Handbook. During the first month of school, RCP has a Back to School Night so families can visit their student's classrooms. Parent/teacher conferences are held twice a year (November and March) to discuss the academic, behavioral, and social progress of their students. We had an increase in parent participation in RCP’s School Site Council (SSC) and English Learner Advisory (ELAC) Committee. Technology such as Zoom and ClassDojo has increased attendance at the monthly meetings by 100% or more. We also did 3 Facebook Live Events, a Back-to-School Barbeque event, a Black History Month event, and an event honoring the life of Cesar Chavez with an average of 100 attendees at each event. We reached out to students and families through the schoolwide use of ClassDojo, robo calls and texts, our school website, and our school Facebook page. Parents and caretakers who were not experienced or comfortable with technology did not readily respond to emails and did not get on Zoom meetings or engage with ClassDojo. One of the reasons for this challenge was their not being able to speak or understand English. To ameliorate this, we made sure that all emails, dojo messages, Facebook posts, and website posts were translated into Spanish. We also did a lot of personal phone calls and/or home visits to reach out to parents and students to support students in attending the Zoom classes. We checked to make sure the students and families had everything they needed, including working Chromebooks, internet hotspots, books, school supplies, desks, food, etc. We trained them in how to use the technology and sign up for ClassDojo.|4|4|3|4|3|4|4|3|4|4|3|4|2021-05-27||2021 07617960132100|Aspire Richmond Ca. College Preparatory Academy|3|We have a separate ELAC committee, which is exciting and new for us! We had an SSC in previous years, but the members are all new this year, and many have said that families did not feel they were able to openly share during previous meetings. We are working to share more information and create a welcoming environment in which families feel heard, supported, informed, and valued.|At the start of the year, we have a family orientation during which teachers share all sorts of resources and information about their child's new grade level. Also, at least once a year, teachers, including Education Specialists, hold academic nights in which they share information and resources about classroom learning. Twice a year we have family conferences in which we also share areas of strength and growth, including resources. Some are conducted at home visits. Because different grade levels are at different areas of implementation of providing resources, and because we have shifts in staff at various grade levels, we are always seeking to learn more and improve on how to include all families, and share the most helpful resources that families will actually use. Lastly, our SPED department shares with families regarding legal rights, though this is not something we actively discuss with the whole school community, unless there is a specific need. We could work to provide resources and information periodically each year so that all families are informed.|At RTA, we strive for regular weekly communication with families, that includes both positive communication, and areas of growth for the scholar. We reach out with volunteering opportunities, and offer at least 1-2 parent workshops each year. We also actively post our school happenings in our weekly Family Flyer and via posts on Parent Square. Teachers also use Class Dojo regularly to communicate with families. Throughout the year we have various culture months, and many scholars and families participate in them, though we can always work to get more involvement. Additionally, we have a number of staff members who speak Spanish, which is our dominant second language, though an area of growth is being able to translate for other, underrepresented languages. This year we are focusing on developing our English Language Learner scholars and family population through our ELAC committee and through school academic goals of use of new integrated and designated curriculum.|3|3|3|3|3|3|3|3|2|2|2|3|2021-06-17||2021 07617960132118|Aspire Richmond Technology Academy|3|We have a separate ELAC committee, which is exciting and new for us! We had an SSC in previous years, but the members are all new this year, and many have said that families did not feel they were able to openly share during previous meetings. We are working to share more information and create a welcoming environment in which families feel heard, supported, informed, and valued.|At the start of the year, we have a family orientation during which teachers share all sorts of resources and information about their child's new grade level. Also, at least once a year, teachers, including Education Specialists, hold academic nights in which they share information and resources about classroom learning. Twice a year we have family conferences in which we also share areas of strength and growth, including resources. Some are conducted at home visits. Because different grade levels are at different areas of implementation of providing resources, and because we have shifts in staff at various grade levels, we are always seeking to learn more and improve on how to include all families, and share the most helpful resources that families will actually use. Lastly, our SPED department shares with families regarding legal rights, though this is not something we actively discuss with the whole school community, unless there is a specific need. We could work to provide resources and information periodically each year so that all families are informed.|At RTA, we strive for regular weekly communication with families, that includes both positive communication, and areas of growth for the scholar. We reach out with volunteering opportunities, and offer at least 1-2 parent workshops each year. We also actively post our school happenings in our weekly Family Flyer and via posts on Parent Square. Teachers also use Class Dojo regularly to communicate with families. Throughout the year we have various culture months, and many scholars and families participate in them, though we can always work to get more involvement. Additionally, we have a number of staff members who speak Spanish, which is our dominant second language, though an area of growth is being able to translate for other, underrepresented languages. This year we are focusing on developing our English Language Learner scholars and family population through our ELAC committee and through school academic goals of use of new integrated and designated curriculum.|3|3|3|3|3|3|3|3|2|2|2|3|2021-06-17||2021 07617960133637|Summit Public School: Tamalpais|3|At Summit Tamalpais, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Tam is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Tam utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Tamalpais opened in the Fall of 2016. As the school has grown into maturity, we have been working hard to ensure that as we focus on delivering the highest quality education to our students in West Contra Costa County, we are simultaneously building a community that supports strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Tamalpais has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.|4|3|3|4|4|5|5|4|3|4|4|4|2021-06-17||2021 07617960136903|Voices College-Bound Language Academy at West Contra Costa County|3|In addition to our stakeholder engagement, where feedback is collected, Voices started conducting Panorama Surveys, given twice a year, in the 20-21 school year. We will be continuing to use those into 21-22 for students, parents, and staff.|Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.|Voices Academy knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected.|2|3|3|4|3|3|4|3|3|3|3|3|2021-06-10||2021 07618040000000|San Ramon Valley Unified|3|SRVUSD strongly supports family members to effectively engage in advisory groups and decision-making as evidenced by advisory groups and task forces (GATE, CAC, PTA, DELAC, ELAC, LCAP Preschool Taskforce, School Site Council, Equity Committee, Social Emotional Well Being Committee). The district is committed to engaging community stakeholders at a deep level. Stakeholder feedback was received via surveys, Superintendent’s Task Force, Thought Exchange (9,000 participants) , Focus Groups (61 groups and 958 participants), Principal Coffee talks, town halls, staff meetings, and student surveys. Additionally feedback was received at six LCAP stakeholder meetings (which includes: teachers, principals, administrators, other school personnel, local bargaining units of the LEA, parents, and students), the SRVUSD Community Advisory Committee (CAC), San Ramon Valley Council of PTAs meeting, and the SRVUSD District English Learner Advisory Committee (DELAC). San Ramon Valley's SELPA director ensures a continuum of special education feedback opportunities, review of, and posting, of local plans with guaranteed and regular committee meetings. Additional groups that engaged in the feedback process: DVSR Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, PFLAG, Equity Committee, Inclusion and Diversity Committee, and the Exceptional Education Committee. Progress was made in better understanding the needs of foster youth through a needs assessment. A focus area will be to continue to offer translation and interpretation services.|SRVUSD has placed great efforts into developing capacity amongst staff to build high levels of trust between students and parents. Specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. SRVUSD provides translation services to parents with limited English Proficiency when providing information online, newsletters or meetings at school and district locations. A focus area for the next three years is the development of an English Learner Master Plan.|SRVUSD is strong in creating welcoming environments and developing multiple opportunities for two-way communication and building trusting relationships as evidenced by volunteer programs, school liaisons, social workers, parent advisory groups, and digital and in-person communication. As described in the SRVUSD LCAP, there were many opportunities across the district for Parent Education in a variety of subject areas, including Math, Writing, Reading, Special Education and Digital Citizenship with Common Sense Media. Schools hold many events that support families and promote parental participation, such as Town Halls, Focus Groups,Thought Exchange Surveys, Literacy Nights, Parenting Workshops, Special Needs PTA, Inclusion and Diversity Committee and Principal Coffees. Parents are encouraged to communicate with staff with concerns and meet with teachers, counselors and administrators on regular bases. The schools offer various support resources and communicate these resources to the parents in multiple forms. Informational meetings are held to ensure parents understand what those resources are and how their child can access them. A focus area will be to increase partnership with parents of English Learners.|5|5|4|5|5|4|5|4|5|5|4|4|2021-10-05||2021 07618120000000|Walnut Creek Elementary|3|"Seeking parent input from families is highly valued. WCSD PTA/O, ELAC, DELAC, SCC, District Strategic Planning, and Parent education nights are all active avenues we use to engage families in advisory groups and with decision-making. We believe that our active and ongoing engagement provides progress in this area. These and other meetings allow multiple opportunities for community stakeholders to connect, collaborate, create and consider all needs. Additionally, WCSD provides multiple opportunities for parents, guardians, and families to understand how to support their child’s academic growth. Such opportunities include, but are not limited to; ""Coffee talks"" at the site and district office, parent conferences, and parent education events. Families are invited to these sessions via district technology: Blackboard Communication as well as the Superintendent's monthly message and quarterly newsletter, The WCSD Connection."|WCSD remains committed to building relationships with the families we serve. We pride ourselves in establishing welcoming school environments and positive school climates. Professional development with Responsive Classroom and Epoch Education supports our work in assuring all WCSD community members feel a sense of belonging in our school district. Our revamped parent conference timeline supports working collaboratively with parents to set goals for student outcomes. Our district and individual school sites share specific school-related information via a variety of sources including websites, weekly eNews, parent-teacher conferences, and parent and principal chats. An area of focus for our district is to continue to engage our staff in ways to support each of our families in terms of their strengths, cultures, and languages.|WCSD prides itself in partnering with families to support all students reaching their highest potential. This year we have implemented a comprehensive Wellness Program. Our Wellness Coordinators and Student Support Liaison provide outreach and support to families with the goal of increasing inclusion and belonging. The District Equity Committee also shares this goal and will provide staff and parent education events this school year through our partnership with Epoch Education. The district and school sites will continue to hold regular PTA/PTO family events, English Learner Advisory Council, principal coffee chats, School Site Council meetings, and parent education events with a focus on engaging with underrepresented families.|4|4|3|3|3|4|4|5|5|4|4|4|2021-06-14||2021 08100820000000|Del Norte County Office of Education|3|The LCAP community input sessions, School Site Council meetings, and P.T.O. organizations all represent strengths. An area of improvement would be the COE’s endeavor to survey parents and community members to get their input as to their perceptions of being engaged in the development of policies, programs, and resources to support the achievement of students. Through developing more comprehensive and well-publicized parent and community surveys, the District anticipates an increased response rate to help us get a more accurate read on the extent to which parents and community members feel that they are truly engaged. DNCOE would like to see an increase in parent attendance and participation in the School Site Council (SSC), DELAC (District English Learner Advisory Committee) and DAC (District Advisory Committee) as well as continue to grow our partnerships in the community.|Parents of COE programs have ample opportunities to participate in school programs through surveys, School Site Council (SSC), District English Learner Advisory Committee, parent workshops, and meetings with teachers. A particular focus area for improvement can be found in the area of supporting families to exercise their legal rights and advocate for their students. County schools provide educational services to 6th-12th grade students in our Community School and Elk Creek (Juvenile Hall). We have increased the number of ways we communicate with parents/guardians by posting more information online, sending home mailings, sending home information with the students as well as using our auto dialer recording system for voice and text messaging. The survey was selected because it asked questions about a variety of topics including curriculum, school safety, relationships with staff and school, and other areas pertinent to student enjoyment and learning. Questions including inquiry around the COE's LCAP goals and how we can improve. The limited number of responses received on the survey indicated that there is satisfaction with the progress made in these areas.|Parent engagement and effective communications are a priority of the County Office of Education, and the COE is actively strengthening the engagement and communication with families. A communications director has been hired to support the County and District's web presence and mass communication programs, as well as smaller site communication, needs such as having all fliers posted on-site webpages. The COE is consistently active, in terms of its presence on local radio and in the local newspaper, as well as through sending information via social media and mailing information to families of students. In addition, the County has hosted a weekly Superintendent’s Message to the Community and a weekly webinar with the Superintendent and selected guests covering a variety of pertinent topics. A specific need for improvement can be found in the area of maintaining the most current contact information including phone numbers for phone calls and text messages and maintaining mailing addresses for the homeless and socio-economically disadvantaged youth.|4|3|4|3|4|3|4|4|4|4|4|4|2021-06-24||2021 08100820830059|Castle Rock|3|One strength of Castle Rock Charter School has been including family engagement seminars for the past 7 years. This program has traditionally been extremely successful and appreciated by both parents and students. An area of improvement that would increase parent participation would be to provide more technical support to increase the comfort levels for parents during zoom/video conferencing.|Parents have ample opportunities to participate in school programs through surveys, Castle Rock Advisory Board (CRAB), family engagement seminars, and weekly meetings with teachers. A focus area for improvement is supporting families with connectivity and access to curriculum and intervention processes. Also, when looking at survey data, improve our ability to respond to stakeholder needs; especially underrepresented students/families.|Parent engagement and communications are a priority at Castle Rock Charter School, and our school is actively strengthening the engagement and communication process through “SHARKBINDERS” for supervising teachers and students to strengthen the process of student and teacher meetings. A need for improvement is maintaining active connectivity with all of our families. With many of the online resources and curriculum, it is imperative that each family be connected electronically to school and teachers. Castle Rock is consistently active, in terms of its presence on local radio and in the local newspaper, as well as through sending information via social media and mailing information to families of students. In addition, the County has hosted a weekly Superintendent’s Message to the Community and a weekly webinar with the Superintendent and selected guests covering a variety of pertinent topics. A specific need for improvement can be found in the area of maintaining the most current contact information including phone numbers for phone calls and text messages and maintaining mailing addresses for the homeless and socio-economically disadvantaged youth.|4|4|4|5|4|5|5|4|4|4|4|3|2021-06-15||2021 08618200000000|Del Norte County Unified|3|The LCAP community input sessions, School Site Council meetings, and P.T.O. organizations all represent strengths. A challenge or improvement area is in establishing and operating a viable DELAC Committee, such that, on a District level, families of English Learners are fully represented. Another area of improvement would be the District’s endeavor to survey parents and community members to get their input as to their perceptions of being engaged in the development of policies, programs, and resources to support the achievement of students. Through developing more comprehensive and well-publicized parent and community surveys, the District anticipates an increased response rate to help us get a more accurate read on the extent to which parents and community members feel that they are truly engaged.|All school sites hold orientation and parent engagement evening events where they address how to help children succeed in school. Every school site has an active School Site Council that reviews student academic performance and approves plans for improving student academic progress. The District also posts academic performance information for every school on the website. The District recognizes the need to get more sites involved in DELAC and facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every school site. This would provide a natural venue to address issues and concerns with student academic performance, particularly because there is a significant achievement gap between English Learners and non-English Learners. As mentioned previously, the District will improve its efforts to work collaboratively with families of Foster Youth and Homeless students. We now have a full-time Foster Youth and Homeless Director and a full-time Foster Youth program coordinator. They are working actively to ensure that FY&H students get the services and support they need at each school site.|Through the LCAP process, the District makes an intentional effort to reach out to all the families of students of our traditionally underrepresented subgroups. Other parent organizations such as ELAC, PTO, and School Site Council (SSC) facilitate more parent involvement. The District’s DELAC is an organization that will be the focus of improvement this year. The District recognizes the need to get more sites involved in DELAC and facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every school site. The District also actively works with families and community members to include more parents on the Foster Youth Advisory Council and the newly created Homeless Youth Advisory Board. This year, the District will make a concerted effort to put together a more comprehensive survey of parent needs and parent assessment of District programs and services. Finally, we plan on engaging students in a much more robust survey about their needs, as well as their assessment of District programs, services, and resources.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-24||2021 09100900000000|El Dorado County Office of Education|3|Blue Ridge School personally invites every parent to IEP meetings, where they are provided with information related to their rights, including resources they can access to identify how to best advocate for their child. This is an area of strength for Blue Ridge as the student population on any given day is 30% students with disabilities. Blue Ridge will improve the focus on how to include all families not just students with disabilities in these discussions and how best to provide all parents with relevant resources.|Blue Ridge School has reached out to the local community to begin building partnerships for students. Such partnerships include El Dorado County Fire Department, The Bureau of Land Management, and South Lake Tahoe Community College. Several other local businesses have been scheduled to provide service to students in an effort to strengthen partnerships. The Juvenile Service Council is a community resource assisting school staff in making local connections, and the council has been a community liaison connecting with outside resources and assisting in bringing these resources into the facility for the youth.|Blue Ridge School has implemented a new intake packet that is mailed to parents encouraging their participation in their child’s education. Parents are contacted personally and invited to school events including Back to School Night, Open House, and School Site Council Meetings. These events are held on visiting night and, in collaboration with probation, parents are invited to eat dinner with their child prior to attending the event and are then provided a personal visit following the event. The program will create a tool designed to seek input from multiple sources, including staff, parents, and probation and community members, to improve our communication processes with families and identify ways to better meet their needs.|4|4|2|2|2|1|3|3|3|2|3|3|2021-06-22||2021 09100900123521|Charter Alternative Program (CAP)|3|The school is in its initial implementation phase related to building the capacity of and supporting the principal and staff to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school is also in the implementation phase as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities. The School Site Council, which convenes twice per year, has been the main representative body for decision making and is comprised of parents, students, staff, and community members. New School Site Council members are provided with information regarding the purpose of the School Site Council, including the council's by-laws and its role in setting and approving goals and resource allocations through the school's LCAP. New administrators are onboarded to ensure they are familiar with policies, procedures, and best practices associated with engaging and involving stakeholders, including opportunities for advisory roles at school|The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. Staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, Edgenuity, and a variety of online curriculum software programs that provide 24/7 access to students from outside school.|The school has seen great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority and we have continued to devote resources to make continuous improvements in this area each year. These goals are reflected in our LCAP Goal 4: Involve parents, family, staff, & community members as partners in the education of all students.|4|5|4|5|4|4|5|4|4|3|3|3|2021-06-22||2021 09100900136036|John Adams Academy - El Dorado Hills|3|John Adams Academy continues to benefit from the high level of stakeholder engagement from staff, families, and the extended community. Having developed a robust virtual admissions process and a distance-learning program during the pandemic, the Academy planned adjustments to programming and delivery of its highly sought-after methodology by being attentive to the needs of its families. Though the majority of the 2020-21 engagement was related to COVID-19 response and planning, the engagement also included stakeholder input on the allocation of resources and future programming. The process involves a variety of engagement, including surveys and both formal and informal meetings through its Parent Service Organization (PSO), staff, a Scholar Council, English Language Advisory Council, and Board of Directors. Site administration continually meets with parents that wish to influence the Academy’s decision-making through suggestions or by participating in the development of extra-curricular programs. In the Fall of 2018, an LCAP School Climate and Parent engagement survey was sent to all families including scholars. In 2019, the Academy made use of an overall satisfaction survey, which allowed families to comment on any issue that they wanted to address. Beginning in the spring of 2020, due to the more pressing needs of the COVID-19 response, multiple parent surveys and other opportunities for communication were available to our community. Feedback focused on their comfort and satisfaction with distance learning and in-person learning, as well as their overall satisfaction with recent changes in programming. Stakeholders also provided comments on any issues or concerns regarding the Academy’s operations, academics, culture, and communication. In addition to the feedback regarding COVID-19 programming and procedures, input showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. With a large interruption in the lives of our scholars and families, it is clear that all stakeholders will benefit from stronger relationships with their mentors and the school environment. John Adams Academy gives careful attention to extend the reach of our social/emotional supports beyond the normal bounds of the counseling department, to include our entire staff in re-connecting all stakeholders to the school environment.|John Adams Academy provides support for our families with an abundance of engagement opportunities throughout the year. The Parent Service Organization (PSO) provides a family-to-family platform to welcome new families, support teachers in the classroom, and lead fundraisers to support activities that benefit our scholars. All families are given the opportunity to meet with teachers during Fall and Spring teacher conferences. All families have access to technology that allows direct involvement in the John Adams Academy curriculum and daily learning with access to Google Classroom. All families have access to a communication tool called Parent Square. Parent Square has mobile options for parents with less access to technology, teacher-to-parent and parent-to-teacher communication options, and offers translations in dozens of languages. All families have Aeries accounts that provide them with live access to scholar academic achievement, assessment scores, and attendance. The John Adams Academy website features a “Families” tab that links to our Family/Scholar Handbook and other informational documents to support families and scholars in navigating the school year.|Throughout 2020 and 2021, challenges created by the COVID-19 pandemic disrupted normal family engagement opportunities. Despite that interruption, John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, Town Hall meetings, “Doughnuts with the Dean”, and other family engagement activities. Additionally, the Academy offers quarterly parent information nights that will support families in understanding a classical education and how to support their scholars in the development of a personal mission, the acquisition of virtue through the use of the Ten Core Values and the ways to communicate through the language of shared purpose. The Headmasters and Deans will organize these nights, with input on topics given by our PSO.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-07||2021 09100900930123|Charter Community School Home Study Academy|3|The school is in its initial implementation phase related to building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school is also in the implementation phase as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities. The School Site Council, which convenes twice per year, has been the main representative body for decision making and is comprised of parents, students, staff, and community members. New School Site Council members are provided with information regarding the purpose of the School Site Council, including the council's by-laws and its role in setting and approving goals and resource allocations through the school's LCAP. New administrators are onboarded to ensure they are familiar with policies, procedures, and best practices associated with engaging and involving stakeholders, including opportunities for advisory roles at school. A full-time Assistant Principal was added for 2019-20 to provide extra support for our highest risk students at our Community School, which includes additional outreach and engagement of those students' parents. Our Community School has implemented new outreach efforts, which include meeting with families throughout the summer and providing individual intake/informational meetings to ensure students start off with a plan for success.|The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, Edgenuity, and a variety of online curriculum software programs that provide 24/7 access to students from outside school. The school has also made good progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, as well as supporting families to understand and exercise their legal rights and advocate for their own students and all students. Each program tailors its outreach efforts for student progress to best meet the needs of its students and families, depending on the type of program - e.g., daily seat-based school or independent study. The schools track student progress using a variety of tools, including an online grade book that is accessible to parents. Our independent study programs utilize an online learning web portal that has significantly increased/improved the involvement of students and parents, including the ongoing interaction between teachers and students as it relates to daily assignments and progress tracking. Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, expectations, to review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas - e.g., progress toward graduation. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, through communication tools like Parent Square, and through on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has seen great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority several years ago, and we have continued to devote resources to make continuous improvements in this area each year. The school has made significant strides in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, as well as developing multiple opportunities for the LEA and school to engage in two-way communication between families and educators using language that is understandable and accessible to families. A variety of face-to-face opportunities and technology tools are utilized for these purposes, including invitations for program informational meetings, intake meetings, and ongoing progress meetings with students and/or parents. As a result of stakeholder feedback, the School Site Council allocated resources to purchase and implement Parent Square to improved stakeholder engagement, which provides voice, text, and emails in a variety of languages. Our website and documents all meet accessibility guidelines, and a Spanish translator is on staff.|4|5|4|5|4|4|5|4|4|3|3|4|2021-06-22||2021 09100900930131|Rite of Passage|3|Since our program serves probation and social service-referred youth and our facilities are very remote, it is challenging to involve families in planning, policy-making, and decision-making. While we had goals in place to improve in this area for 19/20 and 20/21, the pandemic interrupted our plans. Along with our focus on relationships and partnerships, we plan to focus on involving families in some of the decision-making about our programs. Parents will be asked to help us decide the best means of communication with them and will have the opportunity to hear more about activities that happen at the schools.|While there is a strong desire to support families as their children exit our program, there has not been a great deal of exploration into the possible ways to accomplish this. Due to changes in licensing requirements, Rite of Passage has a limited relationship with families and this has provided challenges. Most of our focus has been on successful transition to post-secondary opportunities rather than on how families can support their child with learning. A goal of ROPCHS for 2021-22 is to find ways to collect transition data and connect more with families as court and social service agency permission allows.|Currently staff at all sites includes parents when holding Exhibition Days each trimester. During the COVID 19 pandemic, this was limited but, as of April 2021, the visitations are reinstated. Over the past three years we have seen an increase in the number of families that attend. Staff also notify families when their child receives some type of recognition and weekly and monthly events. Surveys of staff indicate that, although they are aware of how to contact families, they do not often do this more than once or twice a year. For the 21-22 year, staff will be exploring additional means of conducting two-way conversations with families. This will include the exploration of electronic means to accomplish the goal.|3|4|2|3|2|2|2|3|2|2|2|2|2021-06-22||2021 09618380000000|Buckeye Union Elementary|3|All principals facilitate site-councils that develop annual goals and discuss progress over time. District advisory committees provide similar opportunities at the District level.|District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.|The District's most recent parent survey indicates that families experience schools as welcoming environments where staff are responsive to concerns.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-16||2021 09618380107227|Charter Montessori Valley View Campus|3|All principals facilitate site-councils that develop annual goals and discuss progress over time. District advisory committees provide similar opportunities at the District level.|District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.|The District's most recent parent survey indicates that families experience schools as welcoming environments where staff are responsive to concerns.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-16||2021 09618380111724|California Montessori Project-Shingle Springs Campus|3|The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization. There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose. The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet. CMP administration will continue to discuss how engagement can be improved which could include targeted outreach and community events. CMP continuously seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are held at each school, where stakeholder groups are encouraged to provide input as a guide to develop goals that apply to the CMP network as well as the individual school sites. Based on this input, the school budget is developed.|CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications. CMP seeks to engage underrepresented families by first being present and visible in the community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, breakfast, etc.|The CMP community encourages direct communication through regular parent-student-teacher conferences. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders. Through stakeholder feedback, the importance of focusing on setting up culturally responsive classrooms and providing professional development in diversity, implicit bias, equity and inclusion became clear.|4|5|4|5|5|5|5|5|4|5|5|4|2021-06-14||2021 09618380136200|Clarksville Charter|3|We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children. Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Parent/guardian suggested we increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to increase the parent participation in the survey.|Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete an independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few. A focus area for improvement is to increase our parent participation in the survey and increase parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.|Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and by participating in advisory committees, and special events. We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-27||2021 09618380137919|Buckeye Union Mandarin Immersion Charter|3|All principals facilitate site-councils that develop annual goals and discuss progress over time. District advisory committees provide similar opportunities at the District level.|District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.|The District's most recent parent survey indicates that families experience schools as welcoming environments where staff are responsive to concerns.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-16||2021 09618380139006|Cottonwood|3|The Cottonwood School recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, Cottonwood ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. Cottonwood works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in our school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled LP, ELAC/DELAC meetings, surveys, and numerous our Parent Advisory Committee where parent/guardian involvement policies are shared and jointly developed. Cottonwood communicates with families on an annual basis regarding the Family Engagement Policy each school year. We ensure that ALL our families receive communications and invitations to participate through communication accommodations, such as translated, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. Cottonwood also monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, in order to minimize disruptions to educational services|Cottonwood provides assistance to our families in understanding academic expectations through several strategies. These include regular teacher check-ins-Learning Period meetings. Our LP Meetings address various topics to help parents in understanding state standards, our instructional offerings, and the ways they can best support their children's achievement in school. The LCAP process also provides many opportunities to assist parents with understanding expectations for their children. Additionally, collaboration through the LCAP process and through parent community café meetings provide valuable information regarding how best to support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community at large. Information and questionnaires are posted on our school websites. Annual surveys for stakeholders, including parents, are given throughout the school year. Requests for feedback and participation is sought through email communications. Participation from all parents is solicited, including parents of English learners, students receiving Special Education services, foster children, and families whose children receive free or reduced-price lunch.|The Cottonwood School annually measures its progress in (1) seeking input from parents in decision making and (2) promoting parental participation in programs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|4|4|4|4|4|5|4|4|4|4|4|4|2021-09-28||2021 09618460000000|Camino Union Elementary|3|Camino USD is a very small school district and does not have the challenge of getting geographically separated decision makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups. Our demographic groups in our district are well represented in the various stakeholder groups. Camino USD rotates school leadership to better represent all staffing levels and try to include student leadership whenever possible.|Camino USD goes to great effort to create and sustain support programs for all of our families. Our Dashboard results have been very strong and are still improving. We have created and sustained numerous intervention and support programs to help our main sub-group students. Those programs were created based on communications with families and listening to their needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs. Now that funding is available to develop new support programs that meet the needs of our families, Camino USD will continue our long history of creating the programs that are needed.|Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student, and trying to find the right pathway for every student we have. We have a very welcoming campus and a great relationship with our community. Camino USD can always improve on communication with all families. Although the ability to reach families increases on a regular basis, the ability to connect with them can be very challenging. We are working with our stakeholder groups to better understand how our Camino USD communications and goals can get priority with our families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-28||2021 09618460123125|Camino Polytechnic|3|Camino USD is a very small school district and does not have the challenge of getting geographically separated decision makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups. Our demographic groups in our district are well represented in the various stakeholder groups. Camino USD rotates school leadership to better represent all staffing levels and try to include student leadership whenever possible.|Camino Poly goes to great effort to create and sustain support programs for all of our families. Our Dashboard results have been strong. Camino USD has created and sustained numerous intervention and support programs to help our main sub-group students. Those programs were created based on communications with families and listening to their needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs. Since funding is available to develop new support programs that meet the needs of our families, Camino USD will continue it’s long history of creating the programs that are needed.|Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student, and trying to find the right pathway for every student we have. We have a very welcoming campus and a great relationship with our community. Camino USD can always improve on communication with all families. Although the ability to reach families increases on a regular basis, the ability to connect with them can be very challenging. We are working with our stakeholder groups to better understand how our Camino USD communications and goals can get priority with our families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-28||2021 09618530000000|El Dorado Union High|3|Each school maintains a School Site Council where elected parents provide input on community goal setting and budgets. Schools with over 21 English learners maintain an English Learner Advisory Council where families provide input on goals and budgets. At the District level, the Standards and Instructional Leadership Team includes parents who provide input on curriculum adoptions and the development of the LCAP. The District also receives parent input on the District English Learner Advisory Committee, the District Advisory Committee, and the CTE Advisory Committee. A focus area is to improve communication and feedback with families of students being supported by Title I Part A Targeted Assistance funds.|At the secondary level, families are very active in supporting students’ co-curricular and extracurricular activities. The parents provide booster clubs for athletics and the arts. In addition, parents dedicate their time and talent to support clubs and ASB functions. Parents of students with disabilities are actively supported through the IEP process. An area of growth is connecting with parents whose students do not participate in co-curricular and extracurricular activities, in a particular families who are struggling economically.|The District provides families with timely and reliable communication using ParentSquare that enables parents to view information via app, email, or text. In addition, the District provides families with an online student information system for parents via app or full online version to view attendance, transcripts, test scores, medical information, and current grades. The District and each school also manage informative websites that include extensive information about programs and services. Starting in 2021-22 school year, the District added a bilingual guidance counselor to serve as a liaison for Spanish speaking families to assist with college and career readiness. A focus area is to improve in-person communication with parents when we are allowed to safely do so under COVID-19 public health guidance.|4|4|3|3|3|3|3|3|4|3|3|3|2021-10-19||2021 09618530930214|EDUHSD Virtual Academy at Shenandoah|3|Pacific Crest Academy has an Advisory Committee that consists of parent representatives, students and staff. This committee focuses on our LCAP, analyzes data and verifies important information that will be shared out with the larger community.|Our PCA families are involved and integrated into many students activities and events on campus. Parent Square and monthly bulletins are a source of conversation and increase communication of what is happening on campus. Canvas, our LMS, is also utilized for continuous communication with families. Teachers communicate concerns and often schedule parent meetings to discuss student success. The student/parent handbook and information regarding parents/students rights is distributed annually to families.|Pacific Crest Academy offers planning meetings with all students annually. All 9th grade students are met with their parents present and then it is optional for parents to attend after this. Families are invited to campus events, they participate in surveys, on our Charter Advisory Committee, and have a collaborative relationship with our staff and school.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-19||2021 09618790000000|Gold Oak Union Elementary|3|The Gold Oak Union School District is a small district, but it still provides a variety of ways to actively engage parents to gain their insights and opinions to help with decision making. The district has an active School Site Council, Parent Teacher Organization, and Budget Advisory groups. In addition, parents are encouraged to be representatives on county level advisory groups such as CAC--Community Advisory Committee. The El Dorado County's Community Advisory Committee consists of parents, teachers, and representatives of community agencies serving students with exceptional needs. In addition to advising the SELPA in the development and review of the local plan, CAC supports a variety of activities on behalf of individuals with exceptional needs and their parents. The district continues to work on finding additional ways to plan and design family engagement activities. Data from parent surveys is evaluated each year to determine areas of need. Multiple parent surveys related to the pandemic were also given throughout the 2019-2020 and 2020-2021 school year to gain parent input.|Several changes have been made over the last several years to expand on our outreach to parents in terms of student outcomes. The middle school began having a parent conference week at the end of the first grading period to allow for teachers to communicate student progress to parents. While parent conferences were already in place at the elementary school, this is a new change at the middle school. The sites are also communicating how to support student outcomes through newsletters and our “Back to School Nights”. Parents and staff are also encouraged to call or email when there is a concern over student progress or to request a Student Study Team meeting. While the district feels that communication and engagement with most families has improved, the district wants to continue work in reaching families of our EL students. Data from annual parent surveys help to determine areas in which we can improve engagement. The school closures added challenges to parent communication, but the district worked to send regular communication via email, phone and written bulletins.|The Gold Oak Union School District has worked to make changes to ensure that families feel welcome and included. The district encourages parent participation in multiple ways. This includes participation at school/community events, as well as multiple volunteer opportunities. School/community events such as the Ice Cream Social and the Harvest Festival are well attended by families, staff and community. The district is seeing a shift in our demographics and so is in the beginning development of setting up ways to more fully engage families in other languages. Data from annual parent surveys helps determine the success of our engagement and parent relationships.|3|3|2|2|3|3|3|3|3|3|3|2|2021-06-14||2021 09618870000000|Gold Trail Union Elementary|3|Although the opportunities exist to participate, we will move forward by looking at additional opportunities, such as Town Halls, to be able to further engage the public in decision-making. We are also focusing on student voice this year by adding Listen and Learn circles to the upper grades.|We have implemented a new website for increased communication with families. We have reintroduced some family nights, outdoors, to promote the social development of families with the LEA. We have weekly communication at both sites that goes out. Our PBIS team is committed to supporting the needs of families as it relates to Tier II student needs; we have increased counselor time. Communication with families is a priority. We provide opportunities for participation through PTO, District Advisory Committee, and participation in Board meetings.|We have implemented a new website for increased communication with families. We have reintroduced some family nights, outdoors, to promote the social development of families with the LEA. We have weekly communication at both sites that goes out. Our PBIS team is committed to supporting the needs of families as it relates to Tier II student needs; we have increased counselor time. Communication with families is a priority. We provide opportunities for participation through PTO, District Advisory Committee, and participation in Board meetings.|4|4|4|4|3|3|4|4|4|5|4|4|2021-10-14||2021 09619030000000|Lake Tahoe Unified|3|Specific actions were not taken to build the capacity of and support principals and staff to effectively engage families in advisory groups and with decision-making. Staff could participate in weekly virtual Chat with the Superintendent sessions and receive updates on District happenings, COVID-19 response, and Board agendas; engage in conversation; and ask questions. Similarly, in-person monthly Visit with the Superintendent sessions began in June 2021 providing students, families, and community members the opportunity to get to know the Superintendent in an informal setting, receive District updates, engage in conversation, and ask questions. Superintendent Chats and Visits were open question/answer and discussion sessions. LTUSD invited the community at large to attend a collaborative and interactive Vision Workshop focused on the future of the District; translation services were provided. Community members, including underrepresented groups, could provide input on District direction. A community/family LCAP survey was distributed to gather stakeholder input on District programs and develop goals, actions, and services to improve student outcomes. Survey completion was promoted to target groups including underrepresented families. South Tahoe Family Resource Center (FRC) facilitated monthly Cafecitos meetings, the equivalent of a Spanish-speaking Parent-Teacher Association (PTA), through videoconferencing to promote participation of the District’s LatinX Spanish-speaking families and community. English and Spanish are the languages primarily spoken by LTUSD students and their families. Books clubs and parent workshops were held during Cafecitos meetings, and therapy services were available to LTUSD families through FRC. The District and FRC plan to continue and expand these opportunities. Special Education Community Advisory Committees were held monthly. Families of students with disabilities could discuss their concerns and provide input on District programs and policies. Parents were provided opportunities to join site and District committees such as School Site Council, site and District English Learner Advisory Committees, PTA, Reopening Task Force, and advisory committees. As much as reasonably possible, sites continued to hold meetings occurring in a typical school year such as School Site Council, Safety meetings, Viking Vision, Boosters, and site and District English Learner Advisory Committees. All meetings were held via videoconference until safe to meet in-person.|LTUSD offers broad athletic and visual and performing arts programs to all students. During the 20/21 school year, social-emotional learning lessons were provided weekly and a virtual calming room was established for students and their families to access social-emotional and mental health support and community resources. A virtual counseling newsletter was also distributed to families providing information on community resources. At risk students and those identified for additional support participated in on-site and virtual intervention during distance, hybrid, and in-person instruction throughout the school year. Administrators and staff visited significantly disengaged students at home to identify barriers to learning and coordinate supports. Parents of students with disabilities were notified of their rights during Individual Education Plan meetings and interpreter services were available as needed. They could also contact the Matrix Parent Network and Resource Center, a non-profit organization for families of children with disabilities, for access to resources and collaboration with professionals. District and site English Learner Advisory Committee meetings were held regularly in partnership with South Tahoe Family Resource Center, which facilitated the meetings and provided Spanish language interpreter services. A McKinney Vento/Foster Youth Liaison coordinated academic, social-emotional, and basic necessity resources for homeless and foster students. Tutoring services were available to students through the District’s partnership with Lake Tahoe Community College and underperforming students were invited to receive additional support on-site every Wednesday during distance and hybrid learning. LTUSD plans to implement the Parent Institute for Quality Education (PIQE) during the 21/22 school year to further engage parents, including those of underrepresented families. PIQE uses evidence-based programs that engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration. PIQE provides empowering information, skills development, and support systems for low-income families, communities of color, English Learner and immigrant families.|Communication with families increased significantly on the site and District levels during the 20/21 school year. The District sent out over 30 newsletters updating families on District activities; providing information on community resources; and promoting participation in District events, meetings, surveys, community forums, and committees. Sites sent out weekly School News and Information bulletins informing families of school and community events; site information and important dates; and promoting participation in site meetings, surveys, committees, and school activities. Communications were sent via mass text and email through Aeries Communications and transmitted in a student’s home language. Interpreter services were available while gathering stakeholder input for LCAP development and during the District Vision Workshop. LCAP surveys were available in English and Spanish, the languages primarily spoken by students and their families. Teacher-parent conferences were held virtually and in-person at elementary sites, giving teachers the opportunity to learn about each family’s culture, struggles, and offer supports through District and/or community resources. LTUSD offers a Two-Way Bilingual Immersion program in grades K through 12. The program goals are for students to develop proficiency in Spanish and English, high levels of achievement in all core academic domains, benefit from bilingual education, and learn positive cross-cultural attitudes and behaviors. LTUSD plans to implement the Ellevation English Learner web-based platform in 21/22 to track English Learner progress and teacher support. Student data is consolidated into one dashboard to which parents may provide input. Built-in functions enable immediate teacher feedback to parents on student learning progress through a notification system. LTUSD will focus on utilizing Common Core State Standards, research, evidence-based instructional practices, and curricula that are equity based and culturally relevant. Proposed actions for 21/22 include utilizing an English Language Development Coordinator and EL Content Area Specialist to support EL professional development, ELPAC coordination, student program research, and implementation of best practices; an Elementary School Counselor to assist with implementation of culturally relevant social-emotional learning practices; and hiring bilingual paraprofessionals. Family engagement will be promoted through language, cultural, and socio-economic support, and providing parents a platform for collaborative conversation and learning opportunities such as Cafecitos meetings, Visit with the Superintendent sessions, and parent advisory committees.|4|4|2|4|3|3|3|3|2|2|2|2|2021-06-22||2021 09619110000000|Latrobe|3|We currently ask all of our parents to complete an annual survey regarding the current programs and opportunities within the district. We would like to engage more families in the process. Our current response level is 35% of families. We would like to raise that level to at least 50%. The survey is taken online. We plan to advertise the survey dates well in advance and lengthen the window that the survey is open to complete.|The Latrobe School District seeks to engage all families in the district in the academic, social and emotional development of their students. To accomplish this goal the district uses several strategies. Parents, staff and students participate in an annual survey. Survey results are reviewed by the district Site Council/ Parent Advisory Committee and the staff. The district also has boosted our communication efforts making use and tracking our communications through our parent communication system, ParentSquare. Parents and guardians are invited to partner with the schools throughout the year by attending Parent/Teacher/Student conferences and other family centered events.|The Latrobe School District staff is currently being trained and implementing Positive Behavior Intervention Strategies. This training has focused on student social and behavioral development. The training also includes a component to partner with families and open dialogue regarding both student and parent involvement in the success of the student. Staff members regularly communicate with families on student success and areas of improvement. All parents will be asked to attend a parent/student/staff conference in November where student progress is discussed. It is our goal to have 100% attendance at the face to face conference or a phone conference if necessary.|2|2|2|2|2|2|4|2|5|4|3|3|2021-06-15||2021 09619290000000|Mother Lode Union Elementary|3|Family engagement is an ongoing goal of MLUSD. By utilizing multiple resources for community outreach, we look to increase contacts each year.|MLUSD strives to engage parents, specifically increasing our outreach to our bilingual families through the use of bilingual clerks at each site.|MLUSD regularly engages its community through constant communication, seeking feedback, and responding to parental and student needs. Currently, MLUSD is working on improving cultural understanding, and ensuring that ALL families feel welcome.|4|4|3|3|3|3|2|3|4|3|3|3|2021-06-09||2021 09619450000000|Pioneer Union Elementary|3|School Site Council meetings are held bi-monthly to review school-wide assessment and survey data and plan strategies to target students' and parents' needs. Student, parent, staff surveys are conducted on a regular basis to get feedback from students and parents on school climate and identify areas in which local youth are at risk. Pioneer Union School District engages parents throughout the year to provide input into the development of the LCAP, SPSA and other strategic planning to support student overall well-being and success. STEER Pioneer meetings are held quarterly to update stakeholders on LCAP goals and progress and identify local needs. Monthly PTO meetings provide opportunities for parents and community members to identify needs and strategize actions to address student and community needs.|The Pioneer Union School District Governing Board and staff recognize that parents/guardians are their children's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. PUSD staff place greater emphasis on new and innovative approaches to integrate family engagement programs into our education systems and shared responsibility in the success of schools and the community. School administrative and teaching staff consult with parents/guardians and family members in the development of meaningful opportunities for them to be involved in district and school activities at all grade levels; advisory, decision-making, and advocacy roles; and activities to support learning at home. To maximize the potential of parent involvement on campus, each school: • Develops programs and activities that enable parents to actively participate in their child’s education. • Helps parents develop skills and home environments that support their child’s growth as responsible members of society. • Provides parents with techniques and strategies to improve their child’s academic success and help learning at home. • Initiates consistent and effective two-way communication between the home and school so parents know when and how to support classroom learning activities. • Provides training to teachers, administrators and other school staff that fosters effective and culturally sensitive communication with the home. The School Site Councils are the primary advisory group for developing parent engagement policies. Parent engagement policies are included in our Student-Parent Handbooks which are updated and reviewed with parents at Back To School Nights (BTSN) in August. New families receive the Parent-Student Handbook when they register. In addition, the Parent-Student Handbook is available on our Aeries Parent Portal. Families of migrant children are provided with opportunities for informed participation. The families are provided with information through the district website, BTSN, and Student-Parent Handbook. Migrant families have the opportunity to participate in STEER Pioneer Advisory meetings and other staff/parent organizations. Teachers and administration participate in PTO, PMC, and STEER Pioneer meetings to gain better understanding of family needs and to promote shared responsibility for student success. In addition, teachers and staff participate in annual professional development to better support home school collaboration including “Love & Logic”, Ruby Payne “Bridges Out of Poverty”, “Trauma Informed Practices” delivered by EDCOE and additional self-selected professional development.|"The Pioneer PTO meets monthly to plan family engagement activities. Pioneer Music coalition meets monthly to plan student enrichment activities. All preK- 5th grade and interested 6-8th grade students receive music or instrumental instruction. Band concerts, music concerts and musicals are performed for the community several times per year both on and off campus. PUSD coordinates with the El Dorado County Hubs to provide Raising Readers, family literacy events featuring hands-on science exploration, as well as a developmentally appropriate storytime for children ages birth to 5 years old with their parents/caregivers. PUSD provides Love & Logic training to interested parents. All K-5th grade teachers employ ClassDojo to communicate with parents on a regular basis. Middle School teachers utilize e-mail and Aeries to communicate with parents on a regular basis. The Instruction and Intervention Teacher meets with English Language Learner parents collectively and individually each year to provide progress to goals and strategies for supporting literacy in the home. PUSD values inclusive practices. When parents and caregivers have special requests or require accommodations to participate in meetings, the District strives to make reasonable accommodations including translation services and documents, childcare and alternating meeting times. PUSD has made strides in improving systems and processes for soliciting input from students and parents for decision-making. We developed several surveys throughout the 2020-21 school year to assess families needs and gauge their interests. We conducted ""Listen & Leap"" sessions with staff, students and parents to gain a better understanding of their school experiences and to gather information for improving school climate and student engagement."|4|4|4|5|3|4|4|3|4|4|4|4|2021-09-09||2021 09619520000000|Placerville Union Elementary|3|PUSD annually surveys parents in English and Spanish. See PUSD Web page for Parent Survey results as they were reported to the PUSD Governing Board on June 5, 2019. Meetings are held throughout the school year to solicit parent input. Parents are involved in many District wide committees as well as Site level committees in an effort to garner input. Principals attend monthly PTC meetings in an effort to share and solicit information. The Superintends Parent Advisory Council is also a very valuable group in communication between the District and parents. PUSD regularly surveys parents on a variety of topics utilizing Google Forms through both email and text. (During the 2020-21 School year many of the Parent meetings were not held because of the COVID Pandemic. These meetings are already being scheduled for the 2021-22 school year. We are looking forward to reestablishing the PTC organizations for each school site.)|The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings. Teachers also utilize electronic means of communication such as email and Class Dojo. All sites have staff that can translate for parents either through phone calls or in person when necessary. (During the 2020-21 School year P/T Conferences were held at the beginning of the school as well. These meetings were held both in person or utilizing video conferencing.)|PUSD utilizes Parent Link to contact parents with needed and timely information. Parent Link generates calls, emails and text messages to all parents that we have up to date information for. The District also uses of the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct. All sites also utilize social media to communicate with the community and tell the story of PUSD.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-09||2021 09619600000000|Pollock Pines Elementary|3|The district includes families in school site councils as well as other parent groups at the school sites.|The district builds partnerships with families by including them in student study team meetings, IEP meetings and parent clubs. The district also encourages participation through after school sports and programs.|The district builds relationships with families with the use of weekly newsletters from the schools, hosting events at the schools and frequent communication. The district continues to explore strategies to get great engage by underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-08||2021 09619860000000|Silver Fork Elementary|3|Silver Fork is a small, one room school. There are currently 16 students enrolled in grades K-8. Silver Fork is a small community and the school is very well supported. The families are very involved with the school and work closely with staff to support the instructional program.|Silver Fork is a small, one room school. There are currently 16 students enrolled in grades K-8. Silver Fork is a small community and the school is very well supported. The families are very involved with the school and work closely with staff to support the instructional program.|Silver Fork is a small, one room school. There are currently 16 students enrolled in grades K-8. Silver Fork is a small community and the school is very well supported. The families are very involved with the school and work closely with staff to support the instructional program.|5|5|5|5|5|5|5|5|5|5|5|5|2021-05-19||2021 09737830000000|Black Oak Mine Unified|3|BOMUSD utilizes multiple strategies to engage all stakeholders in the process to give input into the priorities and goals of the Local Control Accountability Plan (LCAP). Members of the school community, parents, teachers, administrators, staff, students, and employee groups are invited to learn more about LCFF and LCAP and to participate in activities that inform the planning process. BOMUSD has a link on it's webpage to LCAP and parents and students for each site contribute feedback through PTA and Booster meetings as well as our annual site LCAP surveys. Additionally, stakeholders (Parents, students, community members and staff) participated in the Differentiated Assistance process, Performance Indicator Review process, Facilities Master Planning process, electronic surveys, attended planning meetings, site meetings, and special board meetings to provide feedback on LCAP's features. This process identified a continued focus on academic achievement and chronic absenteeism through funding initiatives such as our Family and School Together (FAST) coordinator, to help sites connect their families with services designed to improve attendance and access.Stakeholder engagement input was extraordinarily high throughout the pandemic period. Continual feed back from parents, students, community, local bargaining groups, administration and SELPA were collected through formal and informal meetings both online and in person from March 2020 until our public hearings in June of 2021. May of 2020, brought a renewed effort of stakeholder involvement with the launch of an online “BOMUSD Parent Survey” to reveal hidden barriers to connectivity and engagement experienced during the Spring as well as invite renewed support and suggestions from our stakeholders to provide vision and input for future planning. Additionally, we developed two new stakeholder groups the Covid Budget Advisory Committee and the BOMUSD Re-Opening Committee which were tasked with reviewing the impending financial impact of Covid on BOMUSD as well as a to identify and advise our school community on the challenges and needs for future Distance Learning and Hybrid models. Summer task force committees examined our prior performance and current status by reviewing the progress of our California Dashboard up to closing in March. It was observed that the district was making incremental progress in attendance and discipline issues as exhibited by performance indicators as well as an uptick in our student/school engagement as evidenced by the 2019 California Healthy Kids Survey. The following concerns were identified by our stakeholders (Parent Advisory Committee, Covid Budget Advisory Committee and bargaining units as well as community members including; differing economic circumstances, lack of access to resources (food and counseling services), poor connectivity, learning loss and lack of direct teacher contact when pivoting through quarantine and closures.|BOMUSD is continually seeking ways to engage families and the community in communication that connects us to each other. In a rural community such as the Divide our small size creates a unique interdependence. Our schools provide our students with services that many rural families have difficulty accessing including: Mental health services through our Community Hub, Dental Services, through our site based Dental Program, Early Childhood Education through EDCOE Head Start and more. Staff and families interact daily through our newly revised Aeries education access, communication applications such as Class Dojo and Remind and through our many family community events such as Passport to Success, Harvest Festivals, and Welcome Week. BOMUSD expanded access and services through Extended School Year for identified students and Summer School Programs for students needing credit recovery, enrichment and intervention. Expansion and increase of access to connectivity, food programs, and academic support as well as counseling services and creating connections with county agencies was accomplished through our FAST (Family and Schools Together Coordinator) . Our Family and Schools Together (FAST) Coordinator has become pivotal in the leadership and outreach of the district wide attendance and connection team in providing critically needed services to families; especially with regard to social emotional learning, attendance, student discipline, and healthy living. As a member of our Multi- Tiered system of support our FAST Coordinator who is also a district liaison to county wide services was instrumental in ensuring our families had access to essential services (food, medical, counseling) during this pandemic period.|BOMUSD's LCAP includes actions and services designed to support students' and their families social, emotional, and physical well-being as well as providing access to early intervention strategies. Our continued support for developing healthy lifestyles and school connectedness through facility improvement, extension of before and after school care through our partnerships with Boys and Girls Club, behavioral health contractors such as New Morning Mental Health services, and expanding access of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Toolbox, Counseling Services, Educationally Related Mental Health Support, Positive Behavior Intervention and Support and our El Dorado Community Hub. Additionally, we are refining the coordination of school based services in our MTSS Model- with a focus on the development of a Families and Schools Together (FAST) Coordinator Position to provide comprehensive district wide support with attendance and suspension issues for families at risk, Dental Services for families at risk at Georgetown School as well as HeadStart preschool and early years programs and afterschool activities for our 7-12 students. Finally, BOMUSD works closely with our county Special Education Local Plan Area to ensure that students with disabilities are provided access to an appropriate and enriching educational environment. This includes additional services through our county office of education.|4|5|4|4|4|4|4|5|4|4|4|4|2021-10-28||2021 10101080000000|Fresno County Office of Education|3|The LEA implements procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees. These procedures continued during COVID-19. These include holding separate elections for parent/guardian, stakeholder and advocate members for School Site Councils. School Site Council meetings take place during Parent/Student evenings at the Alice M. Worsley School at the Juvenile Justice Campus, and in the afternoons at the Violet Heintz Education Academy to allow working parents the ability to attend. The Parent Teacher Association at each site recruits membership and holds a variety of meetings, activities and fund-raising events throughout the school year, publicizing actions and services for students and their families, including advisory purposes with the school. The English Learner Advisory Committees include members elected by parents/guardians, and are allowed to serve on the District English Learner Advisory Council due to the small number of site-level advisory committees. The LEA’s Parent Services department offers classes in parent participation in school and district decision-making and partnership. The LEA holds several parent/community information and input meetings to allow further parent involvement. The LEA frequently notifies parents and stakeholders regarding their welcomed participation in school planning meetings. Notifications include information shared at weekly orientation meetings as students enroll in the Court/Community School program; announcements at monthly parent visitations/school-related meetings; open house events; graduation ceremonies; and other school activities. In addition, the LEA provides parent notification packets with advisory committee information to families upon orientation or mails the parent notification packet to parents of newly enrolled students every two weeks, in addition to regular meeting notifications throughout the school year. Highly mobile student enrollment rates and broad geographic distribution of the LEA’s families limit sustained in-person communication opportunities between parents and the respective school site. The LEA will continue to provide parent surveys and work with parent members and stakeholders of the PTAs, SSCs, ELAC and DELAC group to provide additional outreach opportunities. Prior collaboration outcomes resulted in the increase in online participation using Zoom and Microsoft Teams for parents that are geographically distant. Due to the highly transient student population, underrepresented family groups change in composition and numbers, but the LEA will work to increase involvement.|The LEA provides school communications to parents in their home language, to the extent possible, and provide bilingual staff and translations services for SSC, ELAC, PTA and other parent meetings, including IEP and 504 meetings. These took place during remote meetings, during COVID-19, as well. The LEA also contracts with the FCSS Parent Services department to attend weekly orientation meetings and offer parent education classes for parents at all sites. These classes include literacy, budget planning, legal rights, use of technology, and support for student academic success. The LEA utilizes bilingual office assistants and other classified staff to provide bilingual support at all parent meetings and IEPs, in addition to providing translation to home languages. The LEA provides other such reasonable support for parental involvement activities, as needed, per parent request. Teachers and administrators meet with parents during orientation and transition meetings, in addition to monthly parent events, graduations, open house and back to school events. At these functions, the LEA discusses student progress and collaboration with family to support student success. The LEA’s Parent Services and Curriculum and Instruction departments provide training for administrators, teachers and staff to work with families. The high student turnover rate and broad geographic distribution of the LEA’s student and families have limited in-person communication between parents and school sites. The LEA will continue to provide parent surveys and work with parent members and stakeholders of the PTAs, SSCs, ELAC and DELAC group to provide additional outreach opportunities. Prior collaboration outcomes resulted in the increase in online participation using Zoom and Microsoft Teams for parents that are geographically distant.|Various departments within the LEA’s provide support and partner with administration, teachers and other school staff to ensure that all students learn and thrive. The Curriculum and Instruction department provides professional learning for administrators, teachers and staff to enhance high-quality instruction and enhance safe and respectful settings. Parent Services supports staff and families’ partnership building to enhance their voice and engagement in all aspects of their children’s educational experiences. Teachers and administration meet with parents at weekly orientation meetings at Violet Heintz Education Academy, and at monthly parent meetings at the Alice M. Worsley School at the Juvenile Justice Campus (these meetings were limited due to the pandemic but will resume in the new school year). In addition, Open House and Back To School events, transition, IEP and 504 team, School Site Council, ELAC and PTA meetings provide multiple opportunities between families, students and school staff to collaborate and provide joint development in the schools’ services. The LEA holds several parent/community information and input meetings to allow further parent involvement. Highly mobile student enrollment rates and broad geographic distribution of the LEA’s families limit sustained in-person communication opportunities between parents and the respective school site. The LEA will welcome and encourage all parents and stakeholders to provide their school planning input by participating in flexibly scheduled meetings such as the PTAs, SSCs, ELAC and the DELAC as well as through the completion of surveys.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 10101080109991|Crescent View West Public Charter|3|The majority of parents felt that the school provides counseling support for helping their child when they were having social and emotional problems. Also, the quarterly ELAC/PAC meetings provided them with a voice in all areas of their child’s educational experience. Parents felt like they had a voice in terms of the types of things they would like to see implemented such as work assistance programs or more flexibility with allowing their child to earn a work permit. The majority of parents expressed that they felt their child had access to facilities that were clean and safe. Parents felt like they had a voice in terms of the types of things they would like to see implemented such as work assistance programs or more flexibility with allowing their child to earn a work permit. The majority of parents expressed that they felt their child had access to facilities that were clean and safe. Many parents expressed that they love the showcase held by the sites for all CVW schools. Certain sites provided food packs during the holidays and they appreciated this considering the pandemic and everyone falling on hard times. Also, the majority of parents felt that CVW provides clear school rules about safety and emergency procedures. They appreciated that their child had the opportunity to participate in emergency drills as practice in case something happens in the future. Another finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 96% responded that they agreed and strongly agreed. The most recent survey during the pandemic, showed that 67% of the respondents felt that it was easy to contact their teacher. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences.|Staff professional development in the areas of community engagement, health and wellness, and athletics were all essential in helping to engage families. The majority of parents felt that CVW as a whole provided their child access to tutoring or other academic interventions when needed, and these decisions are what parents expressed gratitude in being part of their child’s education. The majority of parents felt that CVW as a whole provided their child access to technology that supported them in a variety of ways. The majority of parents stated that CVW as a whole provided in classroom support for Math and English if grade-level expectations were not met. Parents also appreciated when teachers and admin informed them of their child’s academic progress as well as whether or not they were in good academic standing. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “My child’s teacher schedules meetings with me to keep me informed of academic progress.” The school meets with parents/guardians for conferences twice a year as well as informal monthly check-ins. The majority of parents felt that CVW as a whole provided their child access to academic and counseling guidance. They stated that counselors, psychologist, admin, and certain staff gave them resources and information that helped them advocate for their educational rights and responsibilities.|The majority of parents felt that teachers and staff at CVW discussed academic progress with them and indicated areas in which their child needed to improve. The fact that there were staff who spoke Spanish in order to communicate with the large volume of Spanish speaking parents was something that was mentioned in terms of creating and maintaining open support lines of communication. The majority of parents felt that teachers and staff at CVW encouraged families to participate in their child’s education and felt welcomed whenever they attended school sponsored functions. Parents felt that teachers and staff did a good job of keeping them informed about events and activities via multiple platforms (i.e. L4L Connect, Google platforms, telephone, text, social media, and in person.) Bilingual staff was also something they appreciated. Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 31 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 2397 parents attending orientation, conferences and awards last year. Parents report the following, “I feel that teachers want the best for my child,” and “Teachers do a pretty good job communicating with me.” Parents shared that our school has built trust with students and parents. One parent shared that “teacher and admin make [the student] feel comfortable. They always ask how [the student] is doing before starting school work.” Another parent stated that staff is, “Muy bien muy amable,” while another shared that they,” like that there are staff that can also speak Spanish to help with communicating with me and my husband.”|4|4|4|4|4|4|4|3|4|4|4|4|2021-06-10||2021 10101080111682|Hume Lake Charter|3|The communication between the staff and families of Hume Lake Charter School is very effective. The school continues to find ways to improve family participation in school committees and would like for more consistent feedback and input.|Hume Lake Charter School has a Counselor who meets with families and students to discuss student progress. During these meetings, they discuss where a student is at, what their future plans are, and what steps to take to get there. The staff is also committed to meeting with families when areas of concern arise, and to communicate victories within the classroom. In addition, Back to School Night, Parent Conferences, and Open House are presented to allow parents defined opportunities to talk with teachers regarding student progress. An area of improvement identified by Hume Lake Charter School is to improve the level of participation of families in school-related groups, such as attendance at school board meetings.|Hume Lake Charter School is very committed to communication with parents. In addition to emails sent out to all parents with school information, parents are invited to and encouraged to attend school board meetings and offer input and suggestions. At this point in time, communication with families in languages other than English has not been necessary, but should that change, HLCS is not currently readily equipped to do so.|4|5|4|4|4|4|5|4|3|3|3|3|2021-06-21||2021 10101080119628|Big Picture Educational Academy|3|Big Picture has established a School Site Council and Parent Teacher Organization, which both provide opportunities for families to contribute ideas and perspectives that help design the functions of the school. Town Hall meetings are held quarterly to inform families of current school information and to elicit feedback. Back to School Night, Open House and Social media postings throughout the year provide ways for families to become involved in the school culture. Better access to materials and information in all languages and the introduction and celebration of diverse cultures are areas where we will focus on improvement. We plan to hire additional bilingual staff and to increase our cultural curriculum and celebrations throughout the year. We believe that this will help us to connect with underrepresented families and help them feel comfortable enough to engage in stakeholder meetings and the functions of the school such as exhibitions, SSC and PTC meetings.|We have quarterly exhibitions in every grade level, where families are invited to join the classroom teacher and a selection of peers, as their child presents their academic outcomes for the quarter. Additionally, we have Parent teacher conferences during the first 9 weeks of school to assist families in goal setting and provide opportunity for them to advocate for the academic decisions about their child. We will continue to create events and opportunities for parents to learn ways to support their child’s success. Parent University events are held to provide information about school data and demystify the academic language used. These events are themed based upon parent survey responses.|The Big Picture campuses are known for their warmth and welcoming environments. Our staff are dedicated to partnering with families to support their children in manifold ways. From counseling to tutoring, our support does not begin and end in the classroom. Every member of the Big Picture team has a role in the lives of our students, and staff are passionate about building a place where families feel supported and loved. We plan to include antiracism and multicultural perspective training as part of our Professional Development. We also have added cultural exploration events throughout the year in order to provide more inclusive representation of our student body. In our pursuit to increase 2-way communication, we will be training our families about our Information systems and how to reach the school using those methods, in addition to email, cell phone and social media contacts.|5|5|3|4|4|4|5|4|4|4|4|4|2021-06-24||2021 10101080127514|Kepler Neighborhood|3|At the Charter School, parent input in decision-making will take place through the following: • Parent Advisory Council (PACC) (advisory committee to the board) - comprised of parents, teachers and community members • Parent serves on the Charter School Board of Directors Newsletters Surveys|The Charter School continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school. Charter School is committed foster a strong and supportive school culture, increased family communication and instructional excellence. These increased or improved services are tutoring English Language Arts and Mathematics; providing field trips; hosting cultural events; preparing students for college and career readiness through informational events, and improved academic achievement in English Language Arts and Mathematics; expand Social Emotional Learning (SEL) to learn how to interact with peers and increase a sense of belonging; and increase the use of Restorative Practices; train teachers on the value and use of data-driven instruction as a tool for improving student understanding; teach technological proficiency through integration of technology in the classroom; train teachers on how to integrate technology into the classroom; purchase software, apps, and devices to ensure staff and student access to technology; utilize home-school communication as a method of engaging families and encouraging ownership in school success through translation, parent-teacher conferences, and use of home to school communications; engaging school and community in conversations through increased engagement and decision-making, monthly Coffee and Donuts meetings and parent events, and working with Parent Advisory Council PAC); retain well-trained and highly qualified teachers; and provide one nutritionally adequate free or reduced-price meal; Participate in the annual student, staff and parent survey.|The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Dean of Academics will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Dean of Academics will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs, and developing an Individualized Learning Plan to support the student. Additionally, Kepler does the following to ensure the engagement of underrepresented families: • Administer Annual Parent survey • Provide Oral and Written Translation to parents who speak a language other than English • Coffee and Donuts monthly informal meeting with parents to discuss schoolwide events, issues and concerns. • Provide consistent communication through Remind email, phone calls, and text notification. Send newsletters home every other week. • Parent Liaison to engage parents. • Parents participate on the Parent Advisory Council (PAC) to advise the Board • Teachers will utilize an application like Remind for daily/weekly to communicate with parents about their child • The Charter School’s website will be updated regularly that will include the school’s calendar • Charter School will use social media to inform parents/public about schoolwide events • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish. • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and a parent serves on the Charter School Board of Directors. • Family Meetings (Parent, Teacher, Student Conferences) are held once per semester. • Home Visits for all new students attending Charter School. • provide parents access to Powerschool Parent Portal|3|4|3|4|3|4|4|3|4|4|3|3|2021-06-23||2021 10101080140186|Clovis Global Academy|3|In seeking input for decision-making, CGA has had to rely mainly upon online surveys, phone calls, and emails, as well as Zoom Q & A sessions during the 2020-21 school year. These were the limits we had to work within during the pandemic. We are looking forward to more stakeholder engagement in 2021-22 via our School Advisory Council (SAC) and by establishing a Parent Teacher Organization as well.|We are consistently providing families with emails and hyperlinked documents/slides with learning resources to reinforce and support classroom learning in a timely manner and enlist home support, therefore this is a strength area for us. We have systems in place to respond to and address student needs strategically and ensure consistent follow through to foster growth and improvement, so this is also one of our strengths. We could improve in providing training to staff in how to partner with families and how to inform families of their rights and opportunities to advocate for their student/all students.|CGA prioritizes culturally responsive teaching, and as a Dual Language Immersion school serving a significant portion of students whose home language differs from both English AND Spanish, we embrace diversity and celebrate languages and literacy daily. Therefore, one of our strengths is in learning about students' backgrounds, cultures, and languages spoken in the home. We annually build individualized learning plans (ILP's) for each student through a collaborative conference between parents and their child's teacher. This structure includes language translation whenever needed and ensures open communication and coordination for the student's growth. Areas of growth are in creating a welcoming environment and training staff in how to build trusting relationships with families, and we feel this is because COVID has dampened our school events in the past year. We are looking forward to being able to be more welcoming and developing our team's relationship-building skills more in the 2021-22 year.|4|4|5|5|3|4|5|3|3|3|3|3|2021-06-09||2021 10619940000000|Alvina Elementary|3|The Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents with a child in grades TK-8 are asked to complete an annual parent survey. This allows AECS an opportunity to listen to our parent’s thoughts on how well we are doing in meeting their expectations. In reviewing data collected from the prior year, parents feel: 1) They have a voice in the decision-making of the school district, 2) Parents understand how they can become involved in decision-making opportunities such as the Parent Advisory Committee and/or the English Language Advisory Committee, 3) Parents feel comfortable in working with teachers to improve the education of their child, and 4) Participate in on-campus activities within the school year.|The Alvina Elementary Charter School District has created a safe and welcoming community that provides parents and other stakeholders multiple opportunities to become involved in their child’s school and support their on-going education. It has always been the foundation of the district to build on success by developing strong relationships with our families. The district will continue to identify needs through surveys in order to continue to improve our connection with our families. One identified area of need, due to Covid, is the reengagement of all our parents and students. This is a difficult time and safety continues to be a priority, which keeps some families at a distance. In addition, the district will continue to plan, as protocols allow, community engagement activities centered within the school in order to build strong community relationships.|The Alvina Elementary Charter School District is a central part of the neighboring community and plays a vital role in supporting the well-being of our district families. Our district works closely with the Fresno County Office of Education and the Tulare County Office of Education in providing education and professional development in the areas of parental engagement and support. The district offers various opportunities for parents to receiving training and information, provide input through committee participation, and be involved in their child’s education. The district, through survey responses and conversations with parents and staff, have identified the social emotional well-being of our students as a top priority. The district added parent/teacher conferences to the beginning of the school year in order to provide more meaningful dialogue between teacher and parent. The district will also continue to reach out to non-engaging families in order to provide support. This team effort will allow for the success of all our students during this continued difficult time.|5|5|5|5|4|4|5|5|5|5|5|5|2021-09-15||2021 10619946005730|Alvina Elementary Charter|3|The Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents with a child in grades TK-8 are asked to complete an annual parent survey. This allows AECS an opportunity to listen to our parent’s thoughts on how well we are doing in meeting their expectations. In reviewing data collected from the prior year, parents feel: 1) They have a voice in the decision-making of the school district, 2) Parents understand how they can become involved in decision-making opportunities such as the Parent Advisory Committee and/or the English Language Advisory Committee, 3) Parents feel comfortable in working with teachers to improve the education of their child, and 4) Participate in on-campus activities within the school year.|The Alvina Elementary Charter School District has created a safe and welcoming community that provides parents and other stakeholders multiple opportunities to become involved in their child’s school and support their on-going education. It has always been the foundation of the district to build on success by developing strong relationships with our families. The district will continue to identify needs through surveys in order to continue to improve our connection with our families. One identified area of need, due to Covid, is the reengagement of all our parents and students. This is a difficult time and safety continues to be a priority, which keeps some families at a distance. In addition, the district will continue to plan, as protocols allow, community engagement activities centered within the school in order to build strong community relationships.|The Alvina Elementary Charter School District is a central part of the neighboring community and plays a vital role in supporting the well-being of our district families. Our district works closely with the Fresno County Office of Education and the Tulare County Office of Education in providing education and professional development in the areas of parental engagement and support. The district offers various opportunities for parents to receiving training and information, provide input through committee participation, and be involved in their child’s education. The district, through survey responses and conversations with parents and staff, have identified the social emotional well-being of our students as a top priority. The district added parent/teacher conferences to the beginning of the school year in order to provide more meaningful dialogue between teacher and parent. The district will also continue to reach out to non-engaging families in order to provide support. This team effort will allow for the success of all our students during this continued difficult time.|5|5|5|5|4|4|5|5|5|5|5|5|2021-09-15||2021 10620420000000|Burrel Union Elementary|3|Although most of our school on-campus activities and events were not held this past year (2020-21) due to pandemic and school closures, we still made an effort to provide the following opportunities. All Teachers conduct weekly Circles within their individual classrooms to gather student input and ideas. Our 4th-8th grade Students have additional opportunities to voice input, ideas and concerns through Student Council Committee meetings that occur monthly virtually or in person when allowable. Administrator meets monthly with the Student Council to hear input. Student Council is invited to share student input and needs during our PAC and Coffee Hour meetings. We have various committees to provide Parent participation whether in person, virtually or in writing. Current committees include: School Site Council (SSC), Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Parent Teacher Club (PTC) and Board Meetings with Public Hearings. All these committees meet monthly - meeting reminders, agendas and meeting minutes are posted on our Website and Facebook page. When in person attendance is allowed, Administration and Staff conduct monthly Coffee Hours to provide a venue for parent, student and staff collaboration and input. Additionally, Parent Informational and Input Meetings are held annually and as required, such as: Title I, Back to School Night, Open House MTSS, LCAP Stakeholder, etc.Parent/Teacher Conferences are held at the end of every Trimester to provide parents the opportunity to meet with teachers and discuss student progress. Teachers are available to meet with Parents throughout the year as needed virtually or in person. Our Resource Team schedules Individual Educational Plan (IEPs), Student Success Team (SSTs) and 504 meetings as needed with our parents, staff and students. Burrel Union ESD administers several annual Parent Surveys, Student Surveys, and Staff Surveys to gather additional input and measure progress towards meeting needs. All meetings provide translation and interpretation in Spanish. A bilingual recorded message is sent out to remind parents to attend and a Google meet link is emailed to their eldest student's gmail account. Our bilingual monthly calendar handout is posted on Website/Facebook page and is distributed a month in advance to help parents prepare for upcoming meetings/events. Our Focus Area for Improvement is to increase Parent Attendance at all events and meetings. We will utilize virtual platforms such as Google Meets, to provide options for parent attendance at all meetings. We will continue to look for ways to encourage high parent participation including offering incentives, providing meals and promoting education. We will measure our progress by Sign in Sheets and Parent Evaluations.|Although most of our school on-campus activities and events were not held this past year (2020-21) due to pandemic and school closures, we still made an effort to provide the following opportunities. Professional Development to improve collaborations with parents is provided to our Administrator, Teachers and Staff, yearly and on-going as needed. Administration meets monthly with staff. Beginning of the Year trainings include: Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), Restorative Practices, Social-Emotional Learning (SEL), Trauma Training, Mandated Reporter, Bullying, Suicide Prevention, CPR, etc. Teachers are provided with annual Student data based on state test performance, benchmark results and reading levels. Teachers are expected to monitor student progress. Our Parent Portal provides parents with access to their student's academic information. Bilingual progress reports and report cards at least four times a year. Parent and Teacher conferences are held three times a year or more as needed based on Parent or Teacher requests. Through our Response to Intervention (RtI) structure, all Burrel students are provided with Tier I, II, III supports in both academic and behavior. We continue to utilize a Multi-Tiered System of Support (MTSS). School Psychologist and Behavioral Health Clinicians provide supports to our staff and families as needed.County Migrant program offers additional assistance with our Migrant students and families. Our Extended Learning Program (ELP) provides homework assistance and/or academic intervention for our children. Every student is provided with a Chromebook to access instruction during Hybrid model of teaching or extended learning at home. Hotspots are offered as needed. Our focus is to develop additional Parent Education classes in the areas of: English as a Second Language, Social-Emotional learning, Early Literacy for Children and Technology. Parent surveys will be used to gather input.|Although most of our school on-campus activities and events were not held this past year (2020-21) due to pandemic and school closures, we still made an effort to provide the following opportunities. All administration, teaching, office and support staff are provided with on-going training and professional learning opportunities to build parent partnerships and to improve student outcomes in academics and behaviors. Prior to the start of every school year, all staff board our school bus and take a field trip throughout our community. We hold a Back to School night that provides parents with information on School-wide Behavior expectations and opportunities to meet our Teachers. Teachers are provided with academic and behavior student data prior to school starts. Home visits and phone calls are made by all staff when necessary. Bilingual assistance is provided if needed. An Open House is held at the end of the year to highlight student work.Teaching staff is expected to make daily or weekly student and parent contacts in order to check on student well-being (social-emotional checks) and to check on access to instruction, internet and material. This year, communication was of utmost importance. Our teachers and staff utilized several ways to check in to include virtually, by phone, by email and text. Communication is a priority for Burrel Union ESD. Bilingual monthly calendars, menus and bulletins are distributed on a regular basis. A new electronic marquee displays on-going important school and community information in both English and Spanish. Our Bilingual Office and Support Staff provide parents with additional assistance in filling out forms and accessing community resources and information. Our school Website and Facebook page provide families with information and resources. Throughout the year, our Administrator holds monthly Coffee Hours with Parents. PAC & DELAC meetings are held monthly. We hold Family Nights and offer an Extended Learning Program. Creating a positive and safe environment will continue to be a focus area for improvement. Underrepresented Families are continually contacted via phone, email, home visits to offer services, information, resources or assistance.|5|5|5|5|5|4|5|5|5|5|4|4|2021-04-06||2021 10621090000000|Clay Joint Elementary|3|The Clay School staff believes that quality education can be provided when there is a true partnership among parents, community members, and staff. Opportunities during a regular year provided for parent and community involvement include: Back-to-School Night Career Day Field trip chaperone Fall Festival Room parent Fundraisers All-School Track Meet Golf Tournament Newsletter Awards Assemblies Open House Parent Club Multicultural Events Parent /Teacher conferences Classroom volunteer Jog-a-Thon Parent Advisory Committee Ski trip Game days and Youth Board gaming Spring Barbecue Garden/Campus Beautification Day 2020 COVID adjustments have prevented many of these activities from happening on campus. However, our Parent Club continues to meet via zoom on a regular basis and the parents are getting creative on how to participate when students are not on campus or sending items for the teachers to pass out. Starting in March, we returned to an 8:15 - 2:15 schedule. We had a big dinner fundraiser, a jog-a-thon where parents were allowed to come and watch, an Easter Egg Hunt where parents were invited to come and watch, we put on a musical for 3 shows at the local high school auditorium with distancing provided. We had an outdoor art show and car show in conjunction with open house. So, we've been able to move forward, while following local health guidance, as a community and provide more opportunities than most because of our unique location and size.|"As mentioned earlier, our partnerships have grown with each other, the stakeholders at Clay School, but also with our community. We have intentionally added monthly fundraisers by supporting local restaurants and making a ""dine out"" evening where Clay would get a percentage of the proceeds. These were great partnerships. We also were awarded a big grant by a local business towards creating a more healthy environment. These partnerships will become foundational as we move forward. In addition, we have held many SSTs that have lead to a full Special Ed assessment or the development of a 504. We go above and beyond to help the parents understand the rights they have to get the help and support their children need. At each meeting, rights are provided whether it be an IEP or a 504. One of our strengths was developing a social media presence, a new website, and a phone app as well as calling all families who did not respond to our surveys to make sure their voices were heard. Moving forward, we hope to continue to communicate all the different platforms we have that help keep our community connected and develop broader relationships and partnerships."|Student and parent engagement at Clay School cultivates the educational environment where students can thrive and succeed. Parent articulation and participation in ways to improve Clay School is sought at monthly Parent Club meetings, Parent Advisory meetings, annual Parent-Teacher Conferences, and informal Parent-Teacher encounters. Additionally, every year, an anonymous parent survey is provided to each family, whose responses are analyzed by the CJESD School Board, Superintendent/Principal, teachers, and staff who search for areas of improvement in the educational environment. Parents are on-campus volunteering in classrooms, Fall Festival, and Jog-a-Thon. Parents chaperone field trips, coach sports, and bring educational programs to Clay School. Back-to-School Night, Open House, and Parent-Teacher Conferences are well attended, even during COVID. Student engagement academically is key to a successful educational environment by eliminating poor attendance and suspension/expulsions. Clay School utilizes Kagan structures and a Positive Behavior Intervention System, which are proven to engage students academically and reduce negative attendance patterns and suspension/expulsions. Especially since March 13, 2020, our community has pulled together. The Clay families have expressed over and over in surveys, emails, and personal comments that Clay School has delivered an education that far exceeds those of many others in the state of California. They are very grateful for the experiences and education their children have received. On a monthly average, Clay School sent out a survey gaining feedback from the parents on the overall response to COVID, technology needs, mental health needs, academic support, feedback on schedules, etc. We spent 1:1 time with our families and each teacher both at the beginning of the school year to help parents understand the technology and how we would roll out distance learning as well as after we returned in November to review the first-trimester report cards. These were great opportunities for the staff to hear firsthand how the families were handling the COVID crisis. Even though the COVID crisis has caused us to pull back on events, we have continued to have ZOOM awards, parent meetings, monthly dinner fundraisers, and other outdoor fundraisers like our golf tournament, our jogathon, and our car show. Each of these events were better supported than in years past recognizing the commitment even in crisis our community is willing to provide to Clay School.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 10621170000000|Clovis Unified|3|CUSD values all stakeholders when Seeking Input for Decision Making. Annually, CUSD parents, students, and staff are asked to complete a survey providing feedback on a variety of topics. The results are used as one component of the decision-making process. This year 11,841 parent surveys were completed. Using the results, each school identifies strengths and areas for improvement. In addition, parents provide input at regularly scheduled meetings on the campus. Families and school staff participate in both parent clubs and the School Assessment and Review Team (SART). SART exists to provide a forum to learn about a school and to dialogue with leadership regarding the operation of the school. Each Clovis Unified school has a SART committee, which serves as a vehicle of communication and as an advisory body to the principal. Intercultural Diversity Advisory Council (IDAC) draws from community members representing the schools at the district level climate assessment meetings. The primary purpose of the Intercultural Diversity Advisory Council (IDAC), originally formed in 1988 as the Intercultural Advisory Council, is to assist in the formation and review of policies that assure non-discriminatory practices in all operational areas of the Clovis Unified School District. Its further mission is to assist in improving the cultural environment of the school and the district. The district holds two Local Control and Accountability Plan (LCAP) meetings with representation from all school sites and a representative sample of our demographics across the district. Parents have direct input identifying the LCAP priorities. Students in grades 4-11 take an annual survey which is designed to gather perceptional data around school climate, self-efficacy, school connectedness, and classroom instruction. Selected questions mirror the parent survey allowing for the comparison of student and parent perception when making decisions. During the 20-21 school year 18,188 students participated in the district-wide survey for a return rate of 68%. Graduating seniors are also surveyed and provide input directly to the CUSD Governing Board at an annual Student Voice Board Workshop. Although, survey responses are generally positive, CUSD believes the number of actual participants needs to be improved to ensure all stakeholders have a voice in the decision-making process. Site leaders and staff build effective relationships with their parent and community. We must continue to identify ways to connect with our underrepresented families. Reaching out to those who have not traditionally responded is key to improving the engagement of underrepresented families.|Feedback was gathered from a variety of representative stakeholders. For the area of Building Partnerships for Student Outcomes both strengths and areas for improvement were identified. Based on the 20-21 parent survey, 82% of our parents believe their child’s reading skills are improving and 84% feel their child’s math skills are improving. Parents and students participate in parent/teacher/counselor conferences each year. During this time, student achievement and behavior is discussed. Seventy-six percent of our parents attended this conference. Of those, 67% believed the conference was helpful. If more intensive focus is needed the parent and school personnel will meet with additional support in the form of Student Study Teams, 504 Meetings or Individualized Education Plans (IEP) meetings. Eighty-one percent of parents responding to the 20-21 survey believe they know how to get help for their child if they are struggling in school. Clovis Unified hosts Parent Academies where parents attend and select from multiple lessons offered. Again, these topics are suggested by parents and are designed to educate families on academic, legal, or wellness issues. Past topics include substance abuse, mental health, suicide, and ways to support your students’ academic success. Clovis Unified also operates Community Resource Centers where families receive additional support. The CUSD Transition Program provides the opportunity to focus on students and their families who might not seek support but would benefit from mentoring and increased connection to school resources. Transition Team members can connect students and families with resources they need to be successful in the classroom, at home, and in the community. Transition Team members collaborate with parents, staff, district administrators, and other stakeholders to review and monitor individual student progress ensuring students are college and/or career ready. Through mentorship, Transition Counselors and Student Relations Liaisons strive to develop meaningful relationships with students. Stakeholder feedback suggests a need for continuing community mentorship with our students (i.e. the Browder Scholar Program). Feedback also supports the expansion and extension of Learning Opportunities both during the school day and in an extended year setting. Distance learning necessitated schools engaging parents in different ways to build community support. Survey data identify areas of strengths as parent nights (both virtual and in-person), parent support groups, and transitions teams. Areas of growth included: additional time for parent-conferences and improving accessing to school information. One focus will be to improve communication using multiple avenues which may include the new Clovis Unified phone app, website, translation services, and newsletters to increase awareness of school and district resources available.|Quantitative and qualitative data were used to determine strengths and weakness in the focus area Building Relationships. Feedback was gathered through parent surveys and school site parent meetings. Parents completed 11,841 surveys during the 2020-21 school year. When asked to respond to the statement, “This school provides a quality education for my child,” 92% agreed or strongly agreed. To ensure underrepresented families are able to access and contribute to the continuous improvement of their individual student, school, and district, parents are invited to participate in several parent led organizations on the campuses including School Site Council, English Learner Advisory Committee, and Intercultural Diversity Advisory Council. According to the parent survey, 100% of parents participated in a school meeting during the year. The district is aware of the many cultures represented and strives to create a positive learning environment for all students. According to our parent survey, 80% of parents agree or strongly agree with the statement “This school communicates the importance of respecting cultural beliefs and practices.” When presented with the statement, “The staff at my school respects the differences in students’ race, ethnicity, or cultural background,” 76% of our parents agreed or strongly agreed with the statement and 73% of our parents agree or strongly agree with the statement “your school values your race or ethnicity,” and both have been identified as an area for improvement. To ensure underrepresented families are reflected in the learning process employees participate in professional learning around cultural proficiency through a myriad of trainings. A concerted effort has been made to adopt district curriculum reflecting the cultures of our schools, state, and nation. Over 30 languages are spoken in CUSD with the majority being Spanish speakers. CUSD has made a concerted effort to ensure each school site has the resources to communicate with non-English speaking parents. CUSD employs a full-time Coordinator of Community Relations. This position serves as a barometer for district climate and the needs of our underrepresented families. Aim 3 of the district strategic plan is to “hire, develop, sustain, and value a high-quality diverse workforce.” The district will continue to support staff to learn about each family’s strengths, cultures, languages, and goals for their children. CUSD determined a need to focus on communication and a system for equity and access to school for our families. We learned from feedback that we need additional resources for translation services. We had amazing attendance at our site meetings because of the convenience of conducting the meetings via Zoom. Sites have built trusting relationships with families which help in understanding the needs and how to respond to our underrepresented families. Focusing on these areas will help support the improvement of engagement of underrepresented families.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-09||2021 10621170118018|Clovis Online Charter|3|Clovis Online has partnered with Gateway High School, Clovis Community Day School, and Enterprise Independent Study and chosen to focus on - providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We will work to increase discussions at existing parent events to include input/discussions on family engagement activities.|Clovis Online is very strong in this area referenced in section above. Focus Area: Clovis Online has partnered with Gateway High School, Clovis Community Day School, and Enterprise Independent Study and chosen to focus on - providing families with information and resources to support student learning and development in the home. We will accomplish this by increasing our Parent Academies to better support families in the home.|Clovis Online is very strong in this area and has made considerable progress. We utilize the following events, programs, trainings etc. to increase parent, staff, student, and community involvement at our school: SART meetings both District and Onsite (one a quarter), District Advisory Committee, Individual Intake meetings with each student and parent/guardian, United for Success Community Group, District IDAC, LCAP nights (two in second semester), Parent Academies, Back to School Night, College Night, Health Fair (paused this year), Healthy Start Collaborative (paused during pandemic), Graduation Breakfast/Luncheon, Senior Meetings, District SART Surveys, Mid-Year Parent Survey, Mid-Year Student Survey, Senior Survey, Weekly/Bi-Weekly PLC’s, Staff in-service days, Alternative Education Roundtable, Professional Development Training/Days, Student Conferences, Staff Conferences (virtual), Board Senior Voice. Focus Area: Clovis Online has partnered with Gateway High School, Clovis Community Day School, and Enterprise Independent Study and chosen to focus on - supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by placing an emphasis on staff development in this area.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-09||2021 10621250000000|Coalinga-Huron Unified|3|"Parent trainings and workshops continued in a virtual format. Parent feedback at virtual outreach events, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2021-22 LCAP Goals and actions and services which align with our School Plans for Student Achievement (SPSAs) goals and Western Association of School and Colleges (WASC) action plans. Parent Advisory Committee (PAC) and District English Language Acquisition Committee (DELAC) members have been active leaders in contributing to the engagement of additional parents. Information regarding the parent involvement is continuously provided via workgroups, at parent meetings and via the district website. The parent involvement plan is distributed at School Site Council (SSC), English Language Acquisition Committee (ELAC) and the District English Language Acquisition Committee (DELAC) leadership meetings. Parent feedback on SPSA development and LCAP goals is solicited, encouraged and has been a key element in the development of our LCAP. Parents provided feedback and planning support for the development of workshops, parent trainings, experiential learning excursions and educational resources via phone interviews, request at district meetings, feedback during site school meetings like Donuts with Dads"", and small group discussions. CHUSD continues to recognize that improved communication throughout the district and community contributes to higher student engagement. CHUSD will allocate funds for Community Outreach aides at each site to provide outreach services to students, parents, and community members. Community Outreach aides will play a vital role in building a home-to-school connection. Community aides will assist with translation and interpretation duties, assist with parent meetings, workshops, and training as well as assisting with monitoring student attendance. This action also includes funding to support our evolving needs for psychologists, nurses, health aide assistants, and a licensed clinical social worker who all provide services to all students. This Action will also include a Administrator of Student Services and Family Support who will provide Child Welfare and Attendance (CWA) services by guiding support toward students with the greatest needs, which disaggregated local data show are our unduplicated students. CHUSD is aware that the pandemic has negatively affected our parent engagement as well as attendance rates. With the addition of Marriage and Family Therapist (MFTs), the district believes we will be able to address more barriers to education, particularly for our unduplicated students, and expects the services performed under this action to improve community and parent engagement for parents of unduplicated students and result in improved attendance and improved health and welfare for unduplicated students."|Ongoing phone calls, Parent-Teacher conferences, and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, Individual Education Plan (IEP) meetings and teacher calls to parents. Remote workshops and trainings are available during the day and evening. Parent support, including translation and information, is provided for IEPs, transition meetings (both from a comprehensive to alternative school and to independent study program), parent-teacher conferences, student exhibitions of learning, SEAL Gallery Walks, and school open houses. Specific activities, workshops, training opportunities, and “Donuts with Dads” meetings included topics such as: academic success (A-G Requirements, local and state assessments among others, attendance, financial aid and scholarships, restorative practices, human trafficking, drug, tobacco use and vaping, use of technology, Career and Technical Education (CTE), Visual and Performing Arts (VAPA) information was provided. A focus area will be to increase communication on Parent Involvement activities, current research, and available resources via distance opportunities. Implementation of the student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress, along with facilitating the transition from one school to the next.|Community Liaisons, parents, and administrators worked jointly to support families with distance learning, social emotional supports and virtual parent involvement. The School Based Mental Health & Wellness Team meets monthly and includes School Counselors, and Social Workers, parent involvement and participation is a standing agenda item and is discussed at every meeting. Parent involvement and supports are also discussed at monthly leadership team meetings, where opportunities and initiatives are reviewed for further dissemination throughout our schools. Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, Community Liaisons, Registrars, and Office Assistants. Expansion of resources in the Welcome Center will extend to all school sites. A focus for improvement will be to continue to improve multiple methods of family involvement in a virtual space. Along with supporting staff to learn about each families' strengths, cultures, languages, and goals for their children through virtual and home visits as necessary to engage our parents and students in their learning.|4|4|3|4|4|4|4|3|4|4|4|3|2021-06-29||2021 10621580000000|Fowler Unified|3|At the site level, School Site Council meetings, ELAC meetings, Title I meetings, and Family Nights are all forums for families to request additional engagement opportunities or to modify those currently offered. Principals are supported in this area by the district with several professional learning opportunities throughout the school year. At a district level, community engagement opportunities such as district-wide community meetings, DELAC meetings, PAC meetings, SSC and ELAC meetings, leadership meetings, board of trustee meetings, plus online surveys, provided valuable comments and feedback. These meetings have increased requests for family engagement activities. Parents/guardians indicated a desire to have family nights which include information on how they can support their student with homework and they also suggested the continuation of technology workshops. Parent and family participation, in the LCAP development, SSC meetings, ELAC meetings, and site-specific groups, has impacted planning at the district and school levels and the actions/services that are funded with Title I funds.|Staff are encouraged to build positive connections with each family. Some of the ways that administrators support staff in these efforts include ideas on how to get to know families, as well as stressing the importance of building positive relationships with every family, in weekly bulletins and in discussions during staff meetings. Each school hosts several events to enhance family participation. Literacy nights, math nights, science nights, STEM nights, and others are designed to give parents skills and tools to help their children at home, as do migrant language and literacy workshops. Policies/Programs for Elementary: Report cards are sent home every trimester and progress reports are sent home every 6 weeks. Families often request meetings with teachers when they receive these reports if there are concerns. Conferences are held with families of TK-5 students twice a year (end of trimester 1 and trimester 2) to discuss student progress. Families can request a meeting with the teacher to discuss progress at any point in the school year. Translators are provided as needed. Policies/Programs for Middle School and High School: Teachers are required to call home for each student that is not passing classes at each six-week grading point. Families can request a meeting with teachers to discuss progress at any point in the school year. Translators are provided as needed. At all IEP and 504 meetings, parents/guardians are given their procedural rights and safeguards. Each classroom has the Williams Act posted in both English and Spanish. Families are welcomed and encouraged to be part of Parent-Teacher Organizations (PTO), School Site Council (SSC), and the English Learner Advisory Committee (ELAC).|Fowler Unified provides district and school communications and family involvement opportunities TK–12, which are principally directed to the underrepresented families population. The district offers a variety of family workshops throughout the year, including workshops in parenting skills, supporting multilingual students in the home, English language comprehension, digital literacy, STEM, and mathematics. Every District-sponsored professional learning session from its adopted programs is expected to include the features of the programs that include family components. Fowler USD maintains all facilities and classrooms to create welcoming and safe environments for students, families, and the communities of Fowler and Malaga. The district and school sites have increased two-way communications with families through the use of ParentSquare and Aeries Portal. These tools allow families to access current student academic performance data and send and receive messages and information in families’ home languages.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-16||2021 10621660000000|Fresno Unified|3|Parent University empowers families to be active participants in the decision making process through School Site Council, The District Advisory Committee, The English Learner Advisory Committee, The District English Learner Advisory Committee, and The Community Advisory Committee meetings, all family platforms which provide direct input in the development of The Local Control Accountability Plan (LCAP) and department budgets that support student needs for success. Families can further engage in leadership training through Parent University's, Parent Leadership Academy, Voices Leadership Council, and Hmong Parent Learning Academy, where families can develop their leadership capacity to be an active voice at the district level. Targeted focus groups were expanded the 2020/21 school year where families provide feedback to support the district's new vision, mission, values, and goals in their native languages of English, Hmong, Spanish; added surveys were extended through the COVID-19 Call Center for families to provide direct input and their decision to continue distance learning or returning to school options. Future commitments to improve feedback and input opportunities for families included added use of the platform ThoughtExchange throughout the year.|It is the department's priority to support partnerships between families and the school site. As part of Parent University's baseline curriculum, the school site administration is invited to be active participants alongside families. Participating actively allows the site administration team to build relationships with families and promote a welcoming environment at the school site. Upon establishing these relationships, parents are invited to School Site Council meetings to become actively engaged in the Schools Plan for Student Achievement (SPSA). These parents additionally feed into the District Advisory Committee Meeting serving as a representative of their school site and investing in our districts Local Control Accountability Plan (LCAP) Parent University further invests in community partnerships that serve as cultural brokers with families and school sites. Our community partners offer other language support and mentorship to underrepresented families in the added languages of Khmer, Lao, Punjabi, and Mixteco. Future Parent University Action Plans will be coordinated with identified CSI (Comprehensive Support & Improvement) and ATSI (Additional Targeted Support Improvement) schools to improve partnerships between school sites and families.|Fresno Unified’s, Parent University empowers parents with the information and resources they need to be the strongest advocates for their child’s education. As the district's strategic plan for parent engagement, Parent University invests in their relationship with our district families by providing parent learning opportunities districtwide in English, Hmong, and Spanish. Parent engagement is a shared responsibility between home and school site. To support this effort, Parent University provides parent learning opportunities that educate families about the district accountability systems and navigate district resources. Our baseline learning curriculum for families also includes readiness content for families in grades K-12 education, college preparation courses, and family leadership training. Family leadership opportunities include a Leadership Parent Action Plan where parents and school site administration work together to improve outcomes for students at the site, promoting leadership, volunteerism, and positive relationships between parents and school site staff. Sustaining relationships with families was a priority through school closure. Added family learning opportunities were developed to support digital literacy and navigating student platform during distance learning. Maintaining relationships with families was supported through the development of the COVID Call center. The COVID Call Center served as a connection hub for families, school sites, district, and community to filters support and resources both district and citywide. Resources included shelter programs, medical centers, unemployment information, community food banks, legal services, and child protective services. As COVID restrictions continue to lift and the return of students expands, Parent University will continue to work with families through virtual platforms and plans to offer a hybrid calendar of opportunities both onsite and virtually the 2021/22 school year.|5|5|5|5|4|5|5|4|5|5|5|5|2021-06-16||2021 10621660106740|Aspen Valley Prep Academy|3|An area for improvement will be meeting together with families to plan (after COVID restrictions). Currently, surveys are used to engage Aspen community input.|Aspen treat families as team members in student development. We train families how to advocate for their children. An area of improvement would be holding more parent education classes.|The school holds Town Hall meetings and surveys students, parents and staff regularly. The teachers are trained about how to interact with families. An area for improvement would be opportunities for volunteering at the school campus (post COVID).|4|4|4|4|4|4|4|5|4|3|4|3|2021-10-19||2021 10621660114355|Sierra Charter|3|Teachers refer all questions and suggestions to administration as they are submitted. Improvement in parent engagement is a focus area every year.|The administration at SCS supports the instructional staff in doing everything they can to ensure all families have the resources they need to sustain student learning. Teachers provide thorough orientations to all families at the beginning of the year or at the time of enrollment.|Each teacher at SCS has a student enrollment of no more than 27 students which gives them the opportunity to develop a strong relationship with the student and their family while attending the school. Identified needs of all students are quickly brought to the attention of the administration. Administration quickly responds to all student/family needs when possible.|5|5|5|5|5|5|5|5|4|4|4|4|2021-09-09||2021 10621660114553|University High|3|UHS has a parent group, called Phoenix Alliance, that meets monthly. The Superintendent/Principal attends the meetings and shares school information to the parents. Parents are also involved in annual 504 Plan and IEP meetings, as well as meetings with the counselor during the sophomore through senior years. UHS sends out a Parent/Student Handbook each year, and parent and student climate surveys in order to receive continual feedback. Since UHS is accredited by WASC and chartered by Fresno Unified, we include parents into our Focus Groups for our accreditation and rechartering processes.|The UHS Administration provides professional development for their faculty during summer inservice days, conferences, professional readings, survey data assessment, and many other methods. Meetings are held for parents for Back to School Night, Open House, annual 504 Plans and IEP's, Information Days for incoming students, SST's, annual counselor meetings, and anytime a parent would like to meet to discuss their student's progress or issues. Teachers also make phone calls and emails to parents in regards to progress and/or behavior. Progress reports are mailed home every 6 weeks. PowerSchool, our SIS, emails home grade information daily, weekly, or monthly, according to the parent's set up preference. UHS has increased its outreach to the Black and African American population of the Fresno area by participating in the Fresno State College and Career Summit annually, as well as increased its marketing to places where students may frequent (movie theaters, social media, etc.).|UHS annually uses a survey to solicit input from our parents and to assist with decision-making. The school also uses Volunteer Hub to promote parent involvement and volunteer activities. UHS prides itself on its welcoming, respectful, and family oriented staff (including teachers, admin, and clerical staff). The staff has been consistent, with very little turnover. There are three bilingual faculty members in the office and 3 of the 20 teachers are bilingual. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. UHS annually sends out a parent survey for feedback, uses the Remind text service, Naviance email service, PeachJar, PowerSchool as our SIS, as well as email and phone calls to contact parents.|5|5|4|5|4|4|5|4|4|4|4|4|2021-10-07||2021 10621660121533|Morris E. Dailey Charter Elementary|3|"Strengths in this area include: • Hold Director’s Chat/PVC meetings every other month to support school communication of events, learning around the Primary Years Program • Surveys are sent home in early spring to gain parent insight into school practices • Unit reflections for each unit that happen in the middle and end of each unit • LCAP/LCFF survey documents are available in the office and online • Use of survey/polls for online learning and hybrid options Focus Area for Improvement: Launching of an input survey for families to submit ideas in another format"|"Strengths in this area include: • Student-led conferences held in October (virtual) • Ongoing professional development on building relationships • Technology support through the use of videos, handouts, tech support request form, and a dedicated website page for technology support • Parent conferences • Required legal notices in the Parent-Student Handbook which is given at the beginning of the school year and posted on the website • Hold SST’s and IEP’s as needed and/or required • Provided access for all Kindergarten & 1st grade students to additional foundational skills . • Weekly learning materials for online and hybrid learning Focus Area for Improvement: Hosting family learning nights to bring families in and learn ways to support at home in different focus areas (as allowed per county, state, and/or federal guidelines)"|"Strengths in this area include: • Greeting families as they drop off students • Schoolwide use of ClassDojo • Emailing flyers home to families with Sunday message • Grade level showcases of learning (held virtually during pandemic) • Weekly email communications from teachers • Student led conferences (held virtually) • School Messenger in multiple language and formats • Director’s Chat/PVC meetings are run with translation options that families can scan to see their native language during the presentation held virtually Focus Area for Improvement: Reengaging families on campus safely per federal/state/county guidelines; Hosting family learning nights to bring families in and learn ways to support at home in different focus areas; Use of a schoolwide communication app that streamlines information and resources for parents"|5|5|4|5|5|5|5|5|5|4|5|4|2021-06-08||2021 10621660133942|Aspen Meadow Public|3|Aspen considers our families to be part of our team. Our school culture is welcoming. We look forward to a time without COVID restrictions.|The school looks forward to onsite gatherings with parents and guardians. This will improve after COVID restrictions. We value our families and their feedback. We appreciate them coming in person for parent/teacher conferences and for attending our town hall meetings virtually.|The school holds Town Hall meetings and surveys students, parents and staff regularly. The teachers are trained about how to interact with families. An area for improvement would be opportunities for volunteering at the school campus (post COVID).|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-19||2021 10621660140038|Endeavor Charter|3|"Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a numberof ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 6) through our local Parent Survey. Feedback from the results of our Parent Survey taken in March of this 2020-21 school year are sited under the heading, ""Building Relationships."" One of our focus areas for improvement is providing opportunities for all stakeholders to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3). We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."|"Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a numberof ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 6) through our local Parent Survey. Feedback from the results of our Parent Survey taken in March of this 2020-21 school year are sited under the heading, ""Building Relationships."" One of our focus areas for improvement is providing opportunities for all stakeholders to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3). We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."|The following info contains some key Parent Survey results taken March of 2020-21 SY. The feedback contributed to our 2021-22 LCAP goals & actions. 96 parents responded to our local school survey on a variety of topics. The results were broken into parent responses for TK-8 and 9-12: Parent Responses for Students in TK-8 How would you rate your overall schooling experience with us? 59% Excellent; 33% Above Average; 8% Satisfactory. How well does the school support your needs as the parent teacher? 63% Excellent; 27% Above Average;10% Satisfactory. My school provides textbooks & other learning materials to meet my child’s educational needs. 63% Excellent; 26% Above Average; 12% Satisfactory. How well did ECS support your child’s education-related tech needs? 58% Excellent; 24% Above Average; 17% Satisfactory; 1% Poor. My Advising Teacher takes time to discuss my student’s grades, academic progress & success, or areas for improvement with me. 71% Excellent; 28% Above Average; 1% Satisfactory. I feel welcomed, valued, & connected to others in our school community. 53% Excellent; 31% Above Average;17% Satisfactory. ECS communicates to me about school events & procedures. 59% Excellent; 33% Above Average; 8% Satisfactory. Would you recommend our school to your friends/family? 99% YES; 1% NO Parent Responses for Students in 9-12 How would you rate your overall schooling experience with us? 44% Excellent; 38% Above Average;19% Satisfactory. How well does the school support your needs as the parent teacher? 50% Excellent; 31% Above Average; 19% Satisfactory. My school provides textbooks & other learning materials to meet my child’s educational needs. 50% Excellent; 34% Above Average; 16% Satisfactory. Did your child’s teacher(s) provide enough guidance & support for your child to successfully participate in the distance learning courses? 53% Excellent; 23% Above Average; 17% Satisfactory; 7% Poor. My Advising Teacher/teachers take time to discuss my student’s grades, academic progress & success, or areas for improvement with me. 72% Excellent; 25% Above Average; 3% Satisfactory. I feel welcomed, valued, & connected to others in our school community. 38% Excellent; 34% Above Average; 25% Satisfactory; 3% Poor. The school communicates to me about school events & procedures. 53% Excellent; 38% Above Average; 9% Satisfactory. ECS provides the knowledge & support I need for college/career academic goals & planning for my student? 28% Excellent; 38% Above Average; 22% Satisfactory; 3% Poor. Would you recommend our school to your friends and family? 97% responded YES; 3% responded NO.|5|5|5|5|5|5|5|5|4|4|4|4|2021-06-15||2021 10621661030840|Carter G. Woodson Public Charter|3|The charter increased parental involvement can be contributed to the convenience and accessibility to technology devices by student and parents. Parent input is readily accepted and infused into board-level decision making in forms of surveys, personal calls, and emails. Along with the Board of Directors, governance and oversight is also provided by the School Site Council (SSC) and the District English Learner Advisory Council (DELAC)which consists of parents, teachers, students, community members, the Superintendent, and the Chief Executive Officer. The SSC makes decisions and recommendations on issues such as curriculum, instructional practices, campus culture, and other school-related issues. All materials are in multiple languages based on home survey data collected during enrollment. Offering dinners to parents and students to provide additional knowledge of health and wellness.|The School Site/DELAC/Parent Councils work with the Site Administration to provide consistent feedback relating to the outcomes of students. Stakeholders were survey for next steps and modifications with delivery of academics, interventions, overcoming learning loss, and health and wellness. Student achievement and attendance included providing 1-1 devices, Hotspots, individual and small group instruction for student in need of interventions and disabilities. Our in-person, hybrid and independent studies programs are designed to provide academic and social emotional learning tools to ensure loss of instruction time is minimal. Reengagement activities to reduce losses in instruction have been implemented to ensure that all students have access to daily instruction, contact with teachers and staff and targeted interventions.|The LEA has increased graduation rate by hiring additional staff members to progress monitoring student performances and achievement. We expended CTE courses to increase student interest and meet A-G Requirements. To identify areas of focus, a needs assessment is conducted annually and the findings are shared with all stakeholders when making decision for the school site. Stakeholder meetings included: The non-profit governing board, School Site Council, DELAC Council, Principals, Teachers, Administrators, Parents, Community Members, and other staff member such as special education teachers. Along with the newsletters, informational parent letters, school messenger notices and informational meetings, all Woodson students were given the opportunity to complete the annual comprehensive survey to give feedback on multiple aspects of operations at Woodson. Survey items included questions about EL Learner, College & Career Readiness, Instructional Strategies, Campus culture, Student Safety, Instructional Materials, Teacher Support, Rigorous and Relevant instruction, Homeless and Foster Youth Policy, Parent Compact, and staff.|5|5|5|5|5|5|5|5|5|5|5|5|2021-08-09||2021 10622400000000|Kingsburg Elementary Charter|3|Kingsburg Elementary Schools are committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the KECSD include School Site Councils, English Language Advisory Committees for each site, the District English Learner Advisory Committee, and the District Parent Advisory Committee.|Parent participation and engagement in our district are very strong. However, when it comes to academics parents of our low socioeconomic, non- English speaking, foster youth, and homeless students, are less likely to share their input. Sometimes, parents do not know how they can get involved in schools, nor do they fully understand the meaningful impact it has on their child’s academic success. Because of this, the district will focus on parent leadership development and capacity building. Parents sometimes have misconceptions about how to collaborate with the school community. The district will continue to increase participation and membership of various parent groups and participation and attendance at parent workshops. We will do this by inviting members of our staff to serve as guest speakers at various events. We will present topics that are relevant and specific to particular student groups. For our non-English speaking families, we will provide translators or meetings will be facilitated in their language of preference. As requested by the DELAC and Parent Advisory Committee, workshops will be provided which focus on how parents can help their child at home with reading and math.|Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.|5|5|4|4|5|5|5|5|5|5|4|4|2021-10-12||2021 10622400113142|Ronald W. Reagan Elementary|3|Kingsburg Elementary Schools are committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the KECSD include School Site Councils, English Language Advisory Committees for each site, the District English Learner Advisory Committee, and the District Parent Advisory Committee.|Parent participation and engagement in our district are very strong. However, when it comes to academics parents of our low socioeconomic, non- English speaking, foster youth, and homeless students, are less likely to share their input. Sometimes, parents do not know how they can get involved in schools, nor do they fully understand the meaningful impact it has on their child’s academic success. Because of this, the district will focus on parent leadership development and capacity building. Parents sometimes have misconceptions about how to collaborate with the school community. The district will continue to increase participation and membership of various parent groups and participation and attendance at parent workshops. We will do this by inviting members of our staff to serve as guest speakers at various events. We will present topics that are relevant and specific to particular student groups. For our non-English speaking families, we will provide translators or meetings will be facilitated in their language of preference. As requested by the DELAC and Parent Advisory Committee, workshops will be provided which focus on how parents can help their child at home with reading and math.|Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.|5|5|4|4|5|5|5|5|5|5|4|4|2021-10-12||2021 10622400114587|Island Community Day|3|Kingsburg Elementary Schools are committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the KECSD include School Site Councils, English Language Advisory Committees for each site, the District English Learner Advisory Committee, and the District Parent Advisory Committee.|Parent participation and engagement in our district are very strong. However, when it comes to academics parents of our low socioeconomic, non- English speaking, foster youth, and homeless students, are less likely to share their input. Sometimes, parents do not know how they can get involved in schools, nor do they fully understand the meaningful impact it has on their child’s academic success. Because of this, the district will focus on parent leadership development and capacity building. Parents sometimes have misconceptions about how to collaborate with the school community. The district will continue to increase participation and membership of various parent groups and participation and attendance at parent workshops. We will do this by inviting members of our staff to serve as guest speakers at various events. We will present topics that are relevant and specific to particular student groups. For our non-English speaking families, we will provide translators or meetings will be facilitated in their language of preference. As requested by the DELAC and Parent Advisory Committee, workshops will be provided which focus on how parents can help their child at home with reading and math.|Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.|5|5|4|4|5|5|5|5|5|5|4|4|2021-10-12||2021 10622406006704|Lincoln Elementary|3|Kingsburg Elementary Schools are committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the KECSD include School Site Councils, English Language Advisory Committees for each site, the District English Learner Advisory Committee, and the District Parent Advisory Committee.|Parent participation and engagement in our district are very strong. However, when it comes to academics parents of our low socioeconomic, non- English speaking, foster youth, and homeless students, are less likely to share their input. Sometimes, parents do not know how they can get involved in schools, nor do they fully understand the meaningful impact it has on their child’s academic success. Because of this, the district will focus on parent leadership development and capacity building. Parents sometimes have misconceptions about how to collaborate with the school community. The district will continue to increase participation and membership of various parent groups and participation and attendance at parent workshops. We will do this by inviting members of our staff to serve as guest speakers at various events. We will present topics that are relevant and specific to particular student groups. For our non-English speaking families, we will provide translators or meetings will be facilitated in their language of preference. As requested by the DELAC and Parent Advisory Committee, workshops will be provided which focus on how parents can help their child at home with reading and math.|Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.|5|5|4|4|5|5|5|5|5|5|4|4|2021-10-12||2021 10622406006712|Roosevelt Elementary|3|Kingsburg Elementary Schools are committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the KECSD include School Site Councils, English Language Advisory Committees for each site, the District English Learner Advisory Committee, and the District Parent Advisory Committee.|Parent participation and engagement in our district are very strong. However, when it comes to academics parents of our low socioeconomic, non- English speaking, foster youth, and homeless students, are less likely to share their input. Sometimes, parents do not know how they can get involved in schools, nor do they fully understand the meaningful impact it has on their child’s academic success. Because of this, the district will focus on parent leadership development and capacity building. Parents sometimes have misconceptions about how to collaborate with the school community. The district will continue to increase participation and membership of various parent groups and participation and attendance at parent workshops. We will do this by inviting members of our staff to serve as guest speakers at various events. We will present topics that are relevant and specific to particular student groups. For our non-English speaking families, we will provide translators or meetings will be facilitated in their language of preference. As requested by the DELAC and Parent Advisory Committee, workshops will be provided which focus on how parents can help their child at home with reading and math.|Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.|5|5|4|4|5|5|5|5|5|5|4|4|2021-10-12||2021 10622406006720|Washington Elementary|3|Kingsburg Elementary Schools are committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the KECSD include School Site Councils, English Language Advisory Committees for each site, the District English Learner Advisory Committee, and the District Parent Advisory Committee.|Parent participation and engagement in our district are very strong. However, when it comes to academics parents of our low socioeconomic, non- English speaking, foster youth, and homeless students, are less likely to share their input. Sometimes, parents do not know how they can get involved in schools, nor do they fully understand the meaningful impact it has on their child’s academic success. Because of this, the district will focus on parent leadership development and capacity building. Parents sometimes have misconceptions about how to collaborate with the school community. The district will continue to increase participation and membership of various parent groups and participation and attendance at parent workshops. We will do this by inviting members of our staff to serve as guest speakers at various events. We will present topics that are relevant and specific to particular student groups. For our non-English speaking families, we will provide translators or meetings will be facilitated in their language of preference. As requested by the DELAC and Parent Advisory Committee, workshops will be provided which focus on how parents can help their child at home with reading and math.|Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.|5|5|4|4|5|5|5|5|5|5|4|4|2021-10-12||2021 10622406108328|Rafer Johnson Junior High|3|Kingsburg Elementary Schools are committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the KECSD include School Site Councils, English Language Advisory Committees for each site, the District English Learner Advisory Committee, and the District Parent Advisory Committee.|Parent participation and engagement in our district are very strong. However, when it comes to academics parents of our low socioeconomic, non- English speaking, foster youth, and homeless students, are less likely to share their input. Sometimes, parents do not know how they can get involved in schools, nor do they fully understand the meaningful impact it has on their child’s academic success. Because of this, the district will focus on parent leadership development and capacity building. Parents sometimes have misconceptions about how to collaborate with the school community. The district will continue to increase participation and membership of various parent groups and participation and attendance at parent workshops. We will do this by inviting members of our staff to serve as guest speakers at various events. We will present topics that are relevant and specific to particular student groups. For our non-English speaking families, we will provide translators or meetings will be facilitated in their language of preference. As requested by the DELAC and Parent Advisory Committee, workshops will be provided which focus on how parents can help their child at home with reading and math.|Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.|5|5|4|4|5|5|5|5|5|5|4|4|2021-10-12||2021 10622406114805|Central Valley Home|3|Kingsburg Elementary Schools are committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the KECSD include School Site Councils, English Language Advisory Committees for each site, the District English Learner Advisory Committee, and the District Parent Advisory Committee.|Parent participation and engagement in our district are very strong. However, when it comes to academics parents of our low socioeconomic, non- English speaking, foster youth, and homeless students, are less likely to share their input. Sometimes, parents do not know how they can get involved in schools, nor do they fully understand the meaningful impact it has on their child’s academic success. Because of this, the district will focus on parent leadership development and capacity building. Parents sometimes have misconceptions about how to collaborate with the school community. The district will continue to increase participation and membership of various parent groups and participation and attendance at parent workshops. We will do this by inviting members of our staff to serve as guest speakers at various events. We will present topics that are relevant and specific to particular student groups. For our non-English speaking families, we will provide translators or meetings will be facilitated in their language of preference. As requested by the DELAC and Parent Advisory Committee, workshops will be provided which focus on how parents can help their child at home with reading and math.|Parents, students, and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/ guardians and clearly communicate the student’s progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisory groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.|5|5|4|4|5|5|5|5|5|5|4|4|2021-10-12||2021 10622570000000|Kingsburg Joint Union High|3|"Overall the district sees a consistent response from both staff and families. An area of need expressed by both staff and parents is in the area of ""providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities "". To develop in this area, the district has created a new action to focus on parent engagement by providing additional parent support meetings, translation services, food"|"Overall the district sees a consistent response from both staff and families. An area of need expressed by both staff and parents is in the area of ""supporting families to understand and exercise their legal rights and advocate for their own students"". To develop in this area, the district has created a new action to focus on parent engagement by providing additional parent support meetings, translation services, food for meetings and child care."|"Overall the district sees a consistent response from both staff and families. An area of need expressed by both staff and parents is in the area of ""supporting staff to learn about each family's strengths, cultures, languages, and goals for their children"". To develop in this area, the district has created a new action to focus on parent engagement by providing additional parent support meetings, translation services, food for meetings and child care."|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-21||2021 10622650000000|Kings Canyon Joint Unified|3|Kings Canyon Unified has a systematic strategy to engage stakeholders to provide input for decision making as a whole. From the District office to school sites, KCUSD has established a variety of advisory councils and groups to take stakeholder input. At the District level, KCUSD has a District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC), made up of representatives from each school’s School Site Council and English Learner Advisory Council respectively. KCUSD hosts Special Education Connect meetings to take input from parents and community members as to how to improve outcomes for students with disabilities. In addition to these councils and groups, KCUSD corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey and other surveys to collect opinions and suggestions on how the District can improve. While these systematic ways of collecting input have been effective, KCUSD is looking to better engage parents. KCUSD has conducted an in-depth study, engaging parents and site leaders on how the District can improve its communication and provide greater opportunities to engage our community for the purpose of improving outcomes for students in KCUSD. As a result of this study, KCUSD will launch a new communication plan with improved tools to facilitate communication through the use of ParentSquare and new web sites for all schools and departments. KCUSD also plans on expanding its Home to School Communications team and further developing the outreach by the Parent Engagement and Education team.|Utilizing the 2021 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 96.6% responding either “Excellent,” “Good” or “Satisfactory.” Considering how difficult it was for many students to adjust to Distance Education and the many questions directed towards teachers and administrators through out the 2020-2021 school year, this statistic is very meaningful. It showed the level of respect that was shown to families from staff during a very difficult time. In order to ensure that this positive relationship continues and is able to reach all families, KCUSD has contracted with a translating and interpreting provider to ensure that home/school communication can take place when there is a need. This has been effective in expanding KCUSD’s outreach for programs such as Puente a Tecnologia and for the Migrant program. Through feedback and input from advisory groups such as DAC and DELAC, KCUSD has utilized parent engagement opportunities such as the District Fair and Children’s day to highlight and honor the diverse community of Kings Canyon Unified School District. One area for continued growth is to increase the outreach to those parents who do not routinely take part in education or engagement opportunities and determine what the District can do to improve. This will be of critical importance as more students return to in person instruction. In order to help facilitate this engagement, KCUSD will be expanding its Home to School Communications team and expand the role of a Parent Engagement and Education Coordinator.|KCUSD is always looking to improve how we partner with our stakeholders to improve student outcomes. Through the partnerships that have been built by school sites and District engagements, KCUSD families have a very positive opinion about the quality of services provided to students. Based on the annual School Performance Survey (Parent Survey), 97.3% of parents felt that the overall quality of the school their child attended was either “Excellent” (43%), “Good” (44%) or “Satisfactory” (11%). This perception of quality is only possible through performance results and through the climate and culture that is established between school and families. On the SPS, parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 96.6% responding either “Excellent,” “Good” or “Satisfactory” KCUSD engages the majority of parents through Parent Academy. The KCUSD Parent Academy is a district-wide program available to all parents within the district and is available at all sites. Through the COVID-19 pandemic, traditional in person meetings and conferences were not possible due to mitigation, reducing the amount of in person engagement opportunities for families. Despite these limitations, sites continued their engagements through virtual meetings, drive through opportunities and frequent communication via ParentSquare. ParentSquare is a two-way communication platform that allows for families to receive information from their school via text message, phone calls and through invitations for virtual gatherings. Parent Academy offers educational programs such as Latino Family Literacy Project, Parenting Partners, PIQE, Creation Health and others parent workshops based on the unique needs of each individual site. Communication is only effective if the communication makes it to its intended audience. Through the SPS, KCUSD learned that more than 80% of families depended on text messages and phone app notifications for their communication during the COVID-19 pandemic. This data shows that there is a need to further engage parents utilizing the ParentSquare platform and utilize the tools available through text and phone apps to further engage families to provide input on the needs of the District. This will ensure that the District and individual sites build on the very positive relationships with families and provide parents with valuable information and education on how they can provide supports for their students.|4|4|3|4|4|4|5|3|4|4|4|4|2021-06-22||2021 10622810000000|Laton Joint Unified|3|LUSD has established an open-door policy, welcoming families to discuss their child’s educational and social-emotional needs. We ensure every stakeholder has the opportunity to connect/communicate with the school community. Therefore we ensure that language is not a barrier to communication by ensuring all school sites/district mailings, publications, notification systems are provided in the parent’s home language. Bilingual support can be found at the district level along with at each school site. Laton Unified School District’s (LUSD) teachers, support staff and administration, engage in continuous collaboration/discussions, focusing on creating opportunities and increasing the awareness of the significance of parent involvement in providing input in the district’s decision-making process. LUSD believes they offer a range of possibilities but only find moderate success with attendance and participation of the events scheduled. The pandemic seems to have impacted the number of families attending stakeholder meetings. We’ve established a system where the district’s community liaison calls families directly to invite them to meetings to get parent input. Although effective, it’s challenging to be engaged every daily in the district in this manner. Our focus remains with our underrepresented families. For the 2021/2022 school year, the district will continue to conduct various surveys related to school-related services. This survey will focus on asking parents what topics and items they are interested in to help us better understand how we can continue to engage parents in providing guidance and input in the decision-making of our district. Survey data results have increased due to the district’s community liaison interaction with the community and parents.|Laton Unified School District (LUSD) provides multiple opportunities for teachers, administrators, support staff, and parents to collaborate and work together to improve student education and improve their experience in our district. The district communicates with parents throughout the school year through workshops at parent-teacher conferences, electronic notifications, flyers, bulletins, school websites, and school site social media pages. They are provided information regarding resources available that support student learning at school and at home. Parents are encouraged to participate in numerous school events. These events include but are not limited to parent-teacher conferences, IEP meetings, meetings such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and parent workshops. While LUSD continues to provide opportunities for families to understand and exercise their legal rights and advocate for their own students and all students, this is an area the district would like to continue developing and improving.|Laton Unified School District (LUSD) recognizes the importance of parent engagement in the success of our students and schools. We believe the school, parents, and the community must work collaboratively to promote the well-being and success of all students. The district has successfully increased engagement with our family and community by putting in place a community liaison. The district community liaison works closely with site administrators and teachers to ensure our families have resources and information related to their child and school. Our goal is to bridge the gap that exists between the community and school to better understand the needs of our families, especially our underrepresented families, so we can fill the gaps that could interfere with education. The district community liaison ensures that underrepresented families are informed of school-related community resources and community events that promote health and wellness and ensures parents can access teacher communication tools that would allow them to support student academic and social-emotional needs. Events We are proud of what we have established but are aware that more must be done to engage our parents further and increase participation. Therefore, we will continue to seek ways to build relationships with families and community stakeholders.|3|4|4|3|4|4|3|4|4|4|4|3|2021-06-23||2021 10623230000000|Monroe Elementary|3|"Engagement and outreach efforts were successful in a number of ways during the 20-21 school year. School staff continued our effort to reach parents via direct phone calls, text messages, email, ClassDojo, and multiple home visits by school personnel/administration when other contact efforts were unsuccessful. MESD created a phone call tree when we needed to ensure every family was to be contacted to share important information, gather survey data, or to inform of upcoming Town Hall meetings, etc. Regular ""update"" letters were mailed home and posted to ClassDojo to ensure that at every important juncture or transition, staff, parents, and students had the latest and up to date information regarding Distance Learning and any possible return to live instruction updates. Multiple Town Hall meetings were offered for all stakeholders to attend to receive important information/updates and to share concerns, ask questions, and/or clarify any issues related to student learning. Our district even made a strategic decision to purchase a new, digital marquee in order to post important school closure information for our staff, students, parents, and community. Parents and staff strongly agree that the variety and frequency of our engagement and outreach efforts led to them feeling comfortable and confident the district was mindful and considerate of the students academic well being as well as the health and safety of staff, students, and parents, during the 20-21 school year, including our smooth transition back to live instruction April 6, 2020. Families often expressed that they found our engagement and transparency extremely helpful and eased their anxiety around the pandemic. Most challenges to engagement and outreach presented by students, parents, and staff during the 20-21 school year were related to unreliable internet connectivity issues. There were a number of parents who failed to respond to multiple electronic contact efforts (listed above), so school staff made home visits to make direct contact with parents and students. In a few cases, home visits were unsuccessful as parents and students refused to answer the door. In these cases, notes, homework packets, and/or supplies for students were left on doorsteps to ensure students and families at least had necessary material to engage. Once back to live instruction, most all of these challenges were mitigated as direct interaction with students and parents substantially increased. Additionally, the LEA intends to provide funding for increased outreach to our unduplicated families to invite to our community events and funding for staffing and supplies for these events. Some examples of these activities include, but are not limited to: facilitating community and parent events (i.e. family math/reading nights); calling individual families to ensure increased attendance at functions; preparation and facilitation of All-parent meetings, assemblies, and family nights."|"Engagement and outreach efforts were successful in a number of ways during the 20-21 school year. School staff continued our effort to reach parents via direct phone calls, text messages, email, ClassDojo, and multiple home visits by school personnel/administration when other contact efforts were unsuccessful. MESD created a phone call tree when we needed to ensure every family was to be contacted to share important information, gather survey data, or to inform of upcoming Town Hall meetings, etc. Regular ""update"" letters were mailed home and posted to ClassDojo to ensure that at every important juncture or transition, staff, parents, and students had the latest and up to date information regarding Distance Learning and any possible return to live instruction updates. Multiple Town Hall meetings were offered for all stakeholders to attend to receive important information/updates and to share concerns, ask questions, and/or clarify any issues related to student learning. Our district even made a strategic decision to purchase a new, digital marquee in order to post important school closure information for our staff, students, parents, and community. Parents and staff strongly agree that the variety and frequency of our engagement and outreach efforts led to them feeling comfortable and confident the district was mindful and considerate of the students academic well being as well as the health and safety of staff, students, and parents, during the 20-21 school year, including our smooth transition back to live instruction April 6, 2020. Families often expressed that they found our engagement and transparency extremely helpful and eased their anxiety around the pandemic. Most challenges to engagement and outreach presented by students, parents, and staff during the 20-21 school year were related to unreliable internet connectivity issues. There were a number of parents who failed to respond to multiple electronic contact efforts (listed above), so school staff made home visits to make direct contact with parents and students. In a few cases, home visits were unsuccessful as parents and students refused to answer the door. In these cases, notes, homework packets, and/or supplies for students were left on doorsteps to ensure students and families at least had necessary material to engage. Once back to live instruction, most all of these challenges were mitigated as direct interaction with students and parents substantially increased."|"Engagement and outreach efforts were successful in a number of ways during the 20-21 school year. School staff continued our effort to reach parents via direct phone calls, text messages, email, ClassDojo, and multiple home visits by school personnel/administration when other contact efforts were unsuccessful. MESD created a phone call tree when we needed to ensure every family was to be contacted to share important information, gather survey data, or to inform of upcoming Town Hall meetings, etc. Regular ""update"" letters were mailed home and posted to ClassDojo to ensure that at every important juncture or transition, staff, parents, and students had the latest and up to date information regarding Distance Learning and any possible return to live instruction updates. Multiple Town Hall meetings were offered for all stakeholders to attend to receive important information/updates and to share concerns, ask questions, and/or clarify any issues related to student learning. Our district even made a strategic decision to purchase a new, digital marquee in order to post important school closure information for our staff, students, parents, and community. Parents and staff strongly agree that the variety and frequency of our engagement and outreach efforts led to them feeling comfortable and confident the district was mindful and considerate of the students academic well being as well as the health and safety of staff, students, and parents, during the 20-21 school year, including our smooth transition back to live instruction in April. Families often expressed that they found our engagement and transparency extremely helpful and eased their anxiety around the pandemic. Most challenges to engagement and outreach presented by students, parents, and staff during the 20-21 school year were related to unreliable internet connectivity issues. There were a number of parents who failed to respond to multiple electronic contact efforts (listed above), so school staff made home visits to make direct contact with parents and students. In a few cases, home visits were unsuccessful as parents and students refused to answer the door. In these cases, notes, homework packets, and/or supplies for students were left on doorsteps to ensure students and families at least had necessary material to engage. Once back to live instruction, most all of these challenges were mitigated as direct interaction with students and parents substantially increased. Additionally, the LEA intends to provide funding for increased outreach to our unduplicated families to invite to our community events and funding for staffing and supplies for these events. Some examples of these activities include, but are not limited to: facilitating community and parent events (i.e. family math/reading nights); calling individual families to ensure increased attendance at functions; preparation and facilitation of All-parent meetings, assemblies, and family nights."|5|5|4|5|5|4|4|5|5|4|5|4|2021-06-15||2021 10623310000000|Orange Center|3|Programs and activities where parents become involved and are an integral part of the school included: OC parent engagement which provided multiple evenings where families engaged in interactive educational activities such as Paint Nights and Family Literacy Night. Also, the After School Program, Parent/Teacher Club, School Site Council (SSC), English Learner Advisory Committee and District English Learner Advisory Committee (ELAC/DELAC), provided opportunities for parents to assist them in becoming more involved in leadership and decision-making roles at the school site. A focus area for improvement is to increase the number of parents engaged in the activities by offering a wider variety of activities at times that will be more amenable to families.|In order to continue progressing toward our goals, we will continue and enhance services to best meet the needs of English Learners, Foster Youth and students who are not meeting grade level expectations, as measured by SBAC and School Climate Survey. These actions will include: Teacher training in the areas of Mathematics and Writing, CSET/RICA preparation/support, Kagan Student Engagement training, Time to Teach discipline, classroom management training, Common Core instructional materials training in ELA and Mathematics. Services to improve facilities and parent communication include the creation of a monthly newsletter to parents and furniture that will foster collaborative learning environments (pre and post COVID-19). School safety and campus climate actions include the continuance of a digital sign in and out process (Raptor) which includes the feature of checking visitor backgrounds and alerts administration to any individuals who may put students at risk and who wish to enter campus. In the area of student achievement, the district will create and improve upon the previously integrated comprehensive math and reading intensive intervention program. All students living in the Orange Center School District were offered transportation to school and home from school. The After School Program (ASP) was offered online only through Distance Learning and will return to an in person format. Orange Center’s on site LVN has provided students and families with a sense of security with daily screenings and knowing any health concerns would be medically monitored and addressed, as appropriate, for those students attending in-person. Orange Center School District participated in cohort 5 of FCSS & Fresno County SELPA Positive Behavioral Intervention & Supports (PBIS) for 4 years and has maintained it on campus. A focus area for improvement is making sure the needs of our SPED students are being met and the district has added an extra day of school psychologist services each week to the school year in order to specifically address the needs of the Special Education students as well as increasing Special Education services with the addition of a second SPED teacher. The Special Education Program Team will meet regularly to discuss program needs in order to decrease the achievement gap between all students and students in the SPED subgroup.|Due to COVID-19 and Distance Learning, the LEA increased access to technology through chromebook/hotspots check outs, to all students, in grades TK-8 to ensure accessibility to learning. Services to improve facilities and parent communication included the purchase and installation of a digital marquee and furniture that fosters collaborative learning environments (pre and post COVID-19). School safety and campus climate actions include the implementation of a digital sign in and sign out process (Raptor) which includes the features of checking visitor background and alert administration to any individuals who may put students at risk and who wish to enter campus. An additional extra day of school psychologist services was added each week to the school year in order to specifically address the needs of the Special Education students. In the area of student achievement, the district has implemented a comprehensive math, writing and reading intensive intervention program. Special Education services were increased with the addition of a second SPED teacher. The LEA implemented 3 family Paint Nights wherein all students and family members, TK-8, received paint supplies either in-person or as a drive thru option and an in person Family Literacy Night was held, each student was able to pick 2 books from various topics to take home and enjoy with their family. The LEA had Hmong parent and student school to home connection and communications throughout the year that directly affected attendance and academic support positively. These services are supported by our Hmong Liaison. The District LVN increased parent communication and has greatly assisted in daily screening of students in prevention care helping to decrease absences and assisting in early detection of illness and the spread of COVID 19. Due to the COVID 19 pandemic, the District expects to see direct results to the school closures and will create and implement an intensive intervention program to directly address the decrease time of in person instructions due to unreliable internet/ connectivity. In addition, the district identified a need for significant improvement in the 2018-19 school year in suspension rates. The suspension rate data at that time indicated that there was an increase to the number of students who were suspended once when compared to the previous years data. At the time in 2018-19, the percentage of students who have been suspended at least once increased by 5.2%. To address this area, students who are at risk of suspension will be monitored and given support through the school psychologist to increase awareness of socio-emotional issues that contribute to behavior problems. Teachers and support staff will continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies that can be used with students who struggle with socio-emotional issues.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-30||2021 10623310137661|California Virtual Academy at Fresno|3|"Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation and Social & Emotional Learning. Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: • Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. • For students, more opportunities to interact in CC sessions • Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. • We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. • The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Two-way communication between parents/families and school, include: • ParentSquare • K12 Learning Coach App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student’s Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participate in future survey. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, stakeholders are asked to provide input on procedures, programs, and policies. An area that will positively impact the school’s culture is Social and Emotional Learning (SEL). In SY 20-21, CAVA will implement a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact upon the school’s culture, all stakeholders are involved in the SEL mission."|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-10||2021 10623560000000|Pacific Union Elementary|3|Pacific Union is a one school school district. Administration, teachers, and staff are available and accessible to all parents and guardians. Pacific Union holds regularly scheduled meetings with advisory groups (i.e. School Site Council, DELAC, PAC, etc.). To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school website, and sent home via paper correspondence. All correspondence is in both English and Spanish.|Pacific Union strives to build an environment of trust and respect among staff, students, and families. According to data collected through surveys, students, staff, and parents at Pacific Union feel a sense of belonging which contributes to a positive climate. Pacific Union will continue to encourage every family to participate in at least one or more school events throughout the year. We have placed a focus on holding events before, during, and after school to accommodate families' varying schedules.|Across all grade levels teachers conference with all parents within the first two months of school. Information on school-wide programs for assistance with academics and behavior is discussed. Parents are notified consistently throughout the school year on their child's progress. Resources and programs are made available to improve student outcomes. Academic progress is always available online through Aeries, Pacific Union's student information system. Pacific Union will improve the engagement of under-represented families by providing assistance with the utilization of online resources and at-home learning aids.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29||2021 10623640000000|Parlier Unified|3|Parlier Unified School District has focused on providing our community and parents with a multitude of opportunities to partake in the decision making of the district. The district has increased the amount of LCAP Stakeholder meetings from two meetings to four meetings, all of which are scheduled to take place at a different school site. By providing underrepresented families with access to meeting choices, parents and families are provided with increased amount of locations that they can attend their neighborhood meetings and provide the district with their input. Parlier Unified has also made the meetings available via YouTube and/or Zoom with capability to interact, inquire and/or respond to district initiatives.|Parlier Unified School District's current strength toward increasing parent engagement of underrepresented families is the hiring of a Family and Community Engagement (FACE) Coordinator who will focus on the recruitment and outreach of parents in the community. The FACE Coordinator will focus on reaching families who may not be participating in school and district events with the intent to provide them with resources and access to all schools in Parlier Unified. The FACE Coordinator is able to communicate both in English and Spanish in an effort to eliminate any barriers that may exist from lack of information or access to information. The district's focus for improvement involves empowering families with the necessary tools to communicate openly with their children's schools and access resources to support parents at home. The FACE Coordinator is also working closely with our Adult School Teacher to recruit parents to enroll in English classes for adults. The FACE is also providing workshops for parents on topics relevant to community needs.|Parlier Unified School District's current strength towards building trusting relationships with underrepresented families is to encourage our school sites to empower their parents to participate in school leadership and events. One of the district's goals is to create an empowered community. Creating an empowered community requires all our school sites to build trusting relationships with their parents through inclusion, clear communication, and empowerment opportunities. By clearly articulating the district goal(s) and aligning all our actions and services in a purposeful manner, will help us monitor how we are able to improve on the engagement of underrepresented families.|4|5|5|5|5|5|5|4|5|4|4|4|2021-06-22||2021 10623720000000|Pine Ridge Elementary|3|Our community is very fortunate in that it is small and tight knit. All of our school staff lives either in the school district boundaries or they are living in the next district over. This closeness allows for no families to get lost in the cracks. This was very evident during the Creek Fire, where the community pulled together and helped get the resources for all that lost their homes.|Our community is very fortunate in that it is small and tight knit. All of our school staff lives either in the school district boundaries or they are living in the next district over. This closeness allows for no families to get lost in the cracks. This was very evident during the Creek Fire, where the community pulled together and helped get the resources for all that lost their homes.|Our community is very fortunate in that it is small and tight knit. All of our school staff lives either in the school district boundaries or they are living in the next district over. This closeness allows for no families to get lost in the cracks. This was very evident during the Creek Fire, where the community pulled together and helped get the resources for all that lost their homes.|5|4|4|4|3|4|4|5|3|4|4|3|2021-09-14||2021 10623800000000|Raisin City Elementary|3|A strength in this area was gaining input from all stakeholders which included parents, staff, students and parent committee's. One area that continued to develop was strengthening our parent committees by having more parents involved. However, our focus area for improvement is to continuously increase our parent input and ensure our underrepresented families are engaged.|We have provided professional learning for instructional programs and student engagement. This is to better support the capacity of the teacher and taking every opportunity to communicate with our families on these instructional strategies. We will continue to provide professional learning opportunities and communicate with families.|A strength in this area was gaining input from all stakeholders which included parents, staff, students and parent committee's. One area that continued to develop was strengthening our parent committees by having more parents involved. However, our focus area for improvement is to continuously increase our parent input and ensure our underrepresented families are engaged.|4|4|3|4|3|4|4|4|3|3|3|3|2021-09-13||2021 10623800136499|Ambassador Phillip V. Sanchez II Public Charter|3|One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 80% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. Parents that attended the Parent Advisory Committee feel empowered to ask questions concerning the school’s policies and programs. They also are more aware of the school site activities. Not all of the parents receive our invitations to the school activities and events. We are working on reaching all parents/guardians, so that they are more aware of the opportunities our school provides for their students. The ability to use technology via our school app/email/text will help with connecting to more families. The school can improve by engaging their underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent stated, “They are helping us work online and always available at all times.” The school meets with parents/guardians at the beginning of the year to plan out their students courses for the year. Regular check-in occurs monthly. We always need to focus on communicating parental/guardian educational rights with all families. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and ELAC meetings. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|Parent outreach has greatly improved at the school and participation numbers increased this year. 16 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were 375 parents attending orientation, conferences and awards last year. Parents shared that our school has built trust with students and parents. One parent shared, “School is respectful and nice and make us feel welcomed.” and another shared, “many staff speak the language for me to understand.” Our staff communicates with parents/guardians through weekly phone calls, texts messages and email concerning student academic progress. Many staff members are bilingual and help with communication in order to meet the needs of our community. The school can improve is by having more parent-teacher conferences, and communicating with parents in their primary language, that is designed to elicit two-way communication. The school survey showed that 73% of the parents agreed that they feel it was easy to contact their teacher. To improve engagement of underrepresented families, the school and ensure that Spanish speaking families all receive translation services when necessary.|4|4|4|4|4|5|5|4|4|4|4|4|2021-06-10||2021 10624140000000|Sanger Unified|3|In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2019. This year we have 2 areas in full implementation and 2 areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2019, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. The hiring of a Parent Education Program Specialist will assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established three years ago and continues to meet on a regular basis. The goal is to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. We will intentionally engage in goals for this area through our work with our Family Involvement Team which was initiated three years ago and continues to meet. This is a small group which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opening a Sanger Family Resource Center in June 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families.|4|5|4|4|4|4|4|4|4|4|5|5|2021-06-22||2021 10624141030766|Hallmark Charter|3|In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2019. This year we have 2 areas in full implementation and 2 areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2019, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. The hiring of a Parent Education Program Specialist will assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established three years ago and continues to meet on a regular basis. The goal is to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. We will intentionally engage in goals for this area through our work with our Family Involvement Team which was initiated three years ago and continues to meet. This is a small group which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opening a Sanger Family Resource Center in June 2021-22 Local Performance Indicator Self-Reflection for Hallmark Charter School Page 8 of 14 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families.|4|5|4|4|4|4|4|4|4|4|5|5|2021-06-22||2021 10624146117865|Quail Lake Environmental Charter|3|In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2019. This year we have 2 areas in full implementation and 2 areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2019, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. The hiring of a Parent Education Program Specialist will assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established three years ago and continues to meet on a regular basis. The goal is to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. We will intentionally engage in goals for this area through our work with our Family Involvement Team which was initiated three years ago and continues to meet. This is a small group which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opening a Sanger Family Resource Center in June 2021-22 Local Performance Indicator Self-Reflection for Quail Lake Charter Page 8 of 14 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families.|4|5|4|4|4|4|4|4|4|4|5|5|2021-06-22||2021 10624146117873|Sanger Academy Charter|3|In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2019. This year we have 2 areas in full implementation and 2 areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2019, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. The hiring of a Parent Education Program Specialist will assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established three years ago and continues to meet on a regular basis. The goal is to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. We will intentionally engage in goals for this area through our work with our Family Involvement Team which was initiated three years ago and continues to meet. This is a small group which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opening a Sanger Family Resource Center in June 2021-22 Local Performance Indicator Self-Reflection for Sanger Academy Charter Page 8 of 14 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families.|4|5|4|4|4|4|4|4|4|4|5|5|2021-06-22||2021 10624300000000|Selma Unified|3|While the district provides access to all parents so that they may engage in advisory groups, there is room for improvement in engaging more parents so that they participate in advisory groups and in the LCAP process. This is supported by data that shows only 8% of the parents who responded on the Parent Survey stated they had engaged in an advisory committee, which is lower than the previous year. However, 77% of parents reported on the parent survey that they felt the schools actively sought their input when making important decisions. Another area of growth is to continue providing opportunities for collaboration that engages all stakeholders, including parents, for the planning and evaluation of family engagement activities at both the district and school site level. An area of strength is the support provided to principals and staff so that they effectively engage the parents who do participate in advisory committees. This includes district level training for a cohesive understanding of roles and responsibilities.|The district continues to provide parents and families with opportunities to engage in learning that will assist them in helping their child meet their college and career goals, for 2020-2021 these opportunities were provided in virtual formats. In 2020-2021 the district expanded the partnerships with local agencies and individual presenters. These partnerships included the Selma Neighborhood Resource Center, Selma Unified Libraries, Selma Unified Mental Health Services, University of California/CALFresh, and individual Selma Unified educators. There were also opportunities to participate in the virtual LCAP process and virtual advisory committees. An area for improvement is providing families with additional training for the use of online resources like Aeries Parent Portal, Parent Square, and Google Classroom. Plans for Parent University in 2021-2022 include the provision of sessions in hybrid, in-person or virtually depending on COVID conditions and requirements. One area for improvement may be the item related to the provision of information about how a child is doing in school between report cards. This question had 47% of respondents rate this as Just okay, Not very well and Does not do it at all. The district will work with staff to develop ideas for possible communication with parents between report cards, possibly through the use of progress reports.|The 2020-2021 school year was for the most part, conducted in Distance Learning. In-Person instruction for some students operated from April-June. This required the district to shift the delivery and format for parent engagement activities. The district moved family engagement activities to virtual settings and provided parents with opportunities to attend learning sessions designed to help them support their children in Distance Learning. Sessions included Google Classroom, Aeries Portal and Google Meet and Zoom. Virtual meetings provided Spanish interpretation, visuals and breakout rooms for opportunities to engage with smaller groups of parents and staff. The district will continue to work to provide interpretation in languages other than Spanish. The district provided the annual Parent Survey in the spring of 2021. When parents were asked regarding Pandemic-related teacher instruction, 73% agreed or strongly agreed with the questions related to Pandemic-related teacher instruction. These questions asked if teachers checked in personally at least once a month; if the teachers were responsive to their child’s social and emotional needs; and if their child was receiving adequate instruction from teachers. For Pandemic-related questions regarding school-parent communication, the agree or strongly agree rate was 67%. For the questions for Promotion of Parental Involvement 88% responded that they agreed or strongly agreed that schools promptly responded to their phone calls, messages or emails and 77% responded that they agreed or strongly agreed with the statement that schools actively seek the input of parents before making important decisions. One area for improvement may be the item related to the provision of information about how a child is doing in school between report cards. This question had 47% of respondents rate this as Just okay, Not very well and Does not do it at all.|5|5|4|5|4|4|4|4|5|5|4|5|2021-06-29||2021 10625130000000|Washington Colony Elementary|3|"9. LEAs progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making.o Administrators and staff participate in School Site Council meetings o WC Reopening Plan Committee established during the COVID-19 Pandemic year o PIQE: Principal’s Dialogue Sessions and Virtual Discussions/Presentations 10. LEAs progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision making.o Parent Training Workshops topic – Parent Participation Committees (SSC, D/ELAC, DAC) o Virtual LCAP Input Meetings for all stakeholders in the Spring 2021 o Grade 8 Parent meetings (virtual) o Virtual PIQE Educational/Informational meetings 11. LEAs progress in providing all families with opportunities to provide input on Policies and programs, implementing strategies to reach and seek input from any under represented groups in the school community. o Beginning development for providing parents with opportunities to give input on policies and programs during SSC and D/ELAC meetings o Virtual Reopening School Parent Forums (English/Spanish; Fall 2020) o Multiple Input Surveys (English/Spanish) sent home and posted on the school website 12. LEAs progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. o LCAP Input surveys sent home and posted on the school website o Virtual LCAP Input meetings for All stakeholders o Instructional Leadership Meetings (Virtual/Zoom) o SSC, DAC, and DELAC meetings (Virtual/Zoom) o Teleconference Board meetings (Due to COVID-19 Pandemic)"|"5. LEAs progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. o Professional development provided for teachers and staff to build awareness of parent committees and family engagement 6. LEAs progress in providing families with information and resources to support student learning and development at home.o Parent Portal o AR – books/MyOn Library Online and reading logs for independent reading o Parent Liaison – home visits to support attendance and target chronic absenteeism o Homework expectations and schedules sent home o Parenting Partners o Parent Training Workshops (PIQE) o School’s Website o Electronic Marquee (in progress) o Weekly Blackboard Connect Robocalls (English/Spanish) 7. LEAs progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.o SSTs, IEPs, Wellness Plans o Parent-Teacher Conferences (Virtual/In-Person) o Teacher availability, in-person, by telephone (Google voice), or email o Distance Learning Communication (Chromebooks provided, Hotspots and Data Plans year round) 8. LEAs progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students. o D/ELAC topics include Uniform Complaint Procedures (PIQE Topics related to Parent Rights) o Parental Rights provided at IEPs o COVID-19 Student/Parent Handbook; Parent-Student Handbook and Parent Rights packet sent home o Safety Plan – Reopening School Parent Forum (Fall 2020)"|"Washington Colony has established local measures to promote parent and family engagement participation in programs. These local measures are directly related to our LCAP Goal 3: Increase stakeholder engagement and provide parent education. Washington Colony is fully committed to encourage parents/guardians to participate in the educational programs, school functions and individual meetings with school staff related to their child’s education. In addition, throughout the year Washington Colony provides trainings and parent workshops linked to student learning and/or social-emotional development and growth (DUE TO COVID-19 Parent Engagement Events during 2020-21 school year were held virtually or Postponed due to Health and Safety Guidelines implemented by CDC, CDPH and FCDPH. The Parent Institute for Quality Education (PIQE) was provided virtually during Spring 2021.Washington Colony Provides the following parent engagement opportunities: 1. Capacity of staff to build trusting relationships with families o Virtual Parent-Teacher Conferences (FALL 2020/SPRING 2021) o Work Packet Distribution (Yearly Schedule/Every other week) o Fall School Reopening (Virtual Parent Forum) o Parent Surveys and Weekly Information Robocalls o Inviting parents to school events (Postponed Due to COVID-19) o Family Nights (Art, Literacy, Math) (Postponed Due to COVID-19) o Back-to-School Night, Open House, Fall Carnival (Postponed Due to COVID-19) o Grandparents Day, Muffins with Mom, Donuts with Dad (Postponed Due to COVID-19) o Father-Daughter Dance, Mother-Son Dance (Postponed Due to COVID-19) o Ice Cream Social for Student-of-the-Year and Triple-A Awards (Sent Home Due to COVID-19) o English Learner Reclassification Recognition event (Postponed Due to COVID-19) 2. LEAs progress in creating welcoming environments for all families in the community.o Translators provided at meetings and events o Parent advisories encourage active involvement to participate as a voice in their children’s education (Virtual DELAC/DAC and School Site Council Committees) o Notifications, Invitations, Blackboard Connect for all events in English/Spanish o Refreshments provided at all parent meetings and events3. 3. LEAs progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.o Teacher Participation in family events: Family Literacy, Art, and Math Nights (Postponed Due to COVID-19) 4. LEAs progress in developing multiple opportunities for the LEA to engage in 2-way communication between families and educators using language that is understandable and accessible to families.o Communication from school to home in English and Spanish o Bilingual office staff (English/Spanish) o Translators available for parent teacher conferences o Translators provided at meetings and events o Parent Liaison-Communication"|4|4|2|4|2|4|4|4|3|4|3|3|2021-06-22||2021 10625470000000|Westside Elementary|3|The district has developed a good communication system with the parents of all the district's students. The district uses various platforms to communicate with the parents. The district has a DELAC and Site Council established at the school site and has meetings to discuss matters pertaining to the programs, curriculum, testing, and other school matters. A continued area of improvement is having parents participate in all school activities. At times parent participation is high and at other times the participation can be lacking. The district is working on increasing participation across the board for parental engagement and participation.|The district has developed an excellent relationship with teachers in communicating with families to discuss students' progress. The district provides many avenues for the families and teachers to come together to discuss student's progress, and plan for any future needs of the students. Some examples are our Back to School Nights, Parent-Teacher Conferences, Parent Portal, and access to emails. An area of need is to improve parental connection through technology. The district is continuing to look into ways for the families to have better connectivity through the internet. The district believes this would engage the families and the teachers in a much more effective way.|The district in conjunction with the teachers has developed many opportunities for the families and district to engage in communication as well as learning. There are programs at the school highlighting various holidays, traditions, and more. The district has a Harvest Fest each year where families get together to support the school with games and food. Teachers and staff coordinate to provide the families with opportunities to engage in communication and experience a bond both with the school staff and other families of the community. The district has many assemblies throughout the year for families to experience a connectedness to the school/staff. Examples are September 16th, Veteran's Day, Cinco da Mayo, and many other programs for families to attend. The district needs to maintain communication with all families, and improve on the whole communication system so that all families receive the ultimate opportunities.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23||2021 10625470136523|Crescent View South II|3|Parents give the school high marks with engagement of underrepresented families. But we can improve our outreach and support strategies to continue to build increased engagement. Another finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, the majority responded that they agreed and strongly agreed. The most recent survey during the pandemic, showed that 70% of the respondents felt that it was easy to contact their teacher. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. The majority of parents felt that the school provides counseling support for helping their child when they were having social and emotional problems. Also, the quarterly ELAC/PAC meetings provided them with a voice in all areas of their child’s educational experience.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “The teachers help out the student out a lot.” The school meets with parents/guardians at the beginning of the year to plan out their students courses for the year. Regular check-in occurs monthly. The majority of parents felt that CVS II as a whole provided their child access to academic and counseling guidance. They stated that counselors, psychologist, admin, and certain staff gave them resources and information that helped them advocate for their educational rights and responsibilities. Parents and students feel welcome in the learning center and when they speak to our staff and teachers. They appreciate having translators available and how we send home communication in their language.|Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 29 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 1613 parents attending orientation, conferences and awards last year. Parents report the following, “I really like how you guys work and always try to help,” and, “They ask to see if we need any help or if we are struggling..” Parents shared that our school has built trust with students and parents. One parent shared, “The school is a good learning environment where students get more free time with their teachers and staff with less students.” and another shared,” Thank you Crescent View staff for caring for us.” Responses indicate a high level of trust and respect for the school by the community and stakeholders. Parents like that they get regular communication through text and email. Teachers can be flexible with student scheduling to accommodate family schedules and needs. We can improved engagement through additional, parent teacher conferences, constant communication, and on site events, once Covid-19 restrictions are lifted.|5|4|4|4|4|5|4|5|4|4|5|4|2021-06-10||2021 10738090000000|Firebaugh-Las Deltas Unified|3|Results for this section were carried forward (Pre-COVID). FLDUSD used survey results from the CHKS survey for parents from three school sites (n=832), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and CHKS survey, overall, showed positive results regarding the districts efforts to build seek opportunities for parent input. CHKS results showed that 86% of the parents surveys agreed and strongly agreed that the school allows input and welcomes parents’ contributions; 76% report that the school/district seeks the input of parents before making important decisions. Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Beginning Stage in three of the four identified areas on the “Seeking Input for Decision Making” rating scale. FLDUSD actively engages parents/guardians, stakeholders and advocates as advisory committee members. In addition to the School Site Council, the District has other advisory committees that support specific programs to include a Preschool Parent Club; Wrestling Club; Sports Boosters; Music Boosters; Ag Advisory Committee and other committees that provide additional opportunities for parent and community involvement. Parents of migrant students are eligible to serve on a district level Migrant Parent Advisory Council. Parents of English Leaners that serve on site level English Learner Advisory Committees are eligible to serve on a District English Learner Advisory Committee. Parents from all site level advisory committees are eligible to serve on the District LCAP Parent Advisory Committee. The high leverage focus area for improvement is “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.” In the past, school sites were allowed to establish an ELAC and once established the newly formed ELAC would delegate their advisory authority to the school site council. This year, school sites will not be allowed to have their ELACs delegate their authority to the SSCs to create more opportunities for more parent involvement and input. FLDUSD chose the selected measures to promote parent involvement in recognition of the characteristics of the parent population. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|Results for this section were carried forward (Pre-COVID). FLDUSD used survey results from the CHKS survey for parents from three school sites (n=832), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and the CHKS survey, overall, showed positive results regarding the districts efforts to build partnerships with parents for student outcomes. CHKS agree and strongly agree results showed that 85% of the parents surveyed feel that the school/District encourages parents to be an active partner with the school in educating their children (A4.1); 87% reported that the school keeps parents well informed about school activities (A4.3); and 83% reported that teachers communicate with parents about what students are expected to learn in class (A4.3). Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Beginning Stage in three of the four identified areas on the “Building Partnerships for Student Outcomes” rating scale. The focus area for improvement is for the District Office Administration to work closer with site administrators and their site leadership team to strengthen their capacity to partner with families. Evidence that this is in progress includes the District’s renewed commitment to the continued partnership with the Parent Institute for Quality Education (PIQE). PIQE programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of PIQE’s students to improve the engagement of underrepresented families. PIQE classes are scheduled on a rotational schedule at 2-3 schools each year to provide information and resources for families to support student learning and development in the home. The District also provides parents with opportunities to participate in early literacy classes, ESL Civics participation, ESL Citizenship Preparation, ESL Digital Literacy, and classes for the high school diploma program. Parent education classes were offered three mornings per week and four evenings per week to create more opportunities for parent involvement.|Results for this section were carried forward (Pre-COVID). FLDUSD used survey results from the CHKS survey for parents from three school sites (n=832), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and CHKS surveys, overall, showed positive results regarding the districts efforts to build relationships with parents. Parent advisory committee members and parent leaders felt welcomed and valued when visiting the school/district. CHKS agree and strongly agree results showed that 86% of the parents surveyed feel welcome to participate at this school/district; 90% felt that staff treat parents with respect; 84% feel that staff take parent concerns seriously; and 88% feel that school staff are helpful to parents (T A4.1); and 87% feel that the school/district promotes respect of all cultural beliefs and practices (T A8.3). Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Initial Implementation Stage on the rating scale. The input from parents, grandparents or other relatives or guardians was gathered though the CHKS providing a wide range of perspectives; 90% were Hispanic or Latino, 2% While, 2% Two or more races; and 4 declined to answer. The parents had children in a number of programs; 19% Migrant Education; 11% Special Education; 32 English Language Development; 13% Gate or Honors/AP Classes; and 46% that were not sure or declined to answer (A3.7). Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff. This includes the full translation of all informational notices and other documents. Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language. The focus area for improvement, as a small rural community, is getting more parents involved rather than relying on a smaller core group of parents. The District acknowledges that more work has to be done to continue building relationships with more parents. Site Administrators schedule informal meetings with parents that are scheduled at various times of the day to include a Parent Social Group, Muffins with Moms, Principal Coffee in the morning and Principal evening meetings, a double round of Parent Teacher conferences; phone calls home from admin and teachers along with evening and Saturday events for working parents.|3|3|3|3|2|2|3|2|2|2|2|3|2021-06-10||2021 10739650000000|Central Unified|3|Central USD will continue to reach out and engage families, helping them participate in advisory groups so they can participate in the decision-making at both site and district levels. Central USD will provide multiple opportunities for families to give input on policies and programs, making a special effort to involve underrepresented groups in the school community.|Central USD will continue to expand the capacity of staff to learn about the unique strengths of families. The district will celebrate cultural diversity and multiple languages as we set goals for our students. Currently, the district creates environments that are welcoming to all families and community members and provides a high level of two-way communication between families and educators, using language that is understandable to families and the community.|Central USD will increase focus on supporting families to help them understand how to advocate for their students both legally and academically. The district will continue to support policies encouraging teachers to meet with families and students to talk about student progress and set goals to help students achieve academically. Central USD provides families with information and resources to support student learning at school and at home.|4|4|4|4|4|5|5|5|5|5|4|5|2021-06-22||2021 10739990000000|Kerman Unified|3|KUSD has thriving parent participation at each site. Parents are involved via SSC, ELAC, and parent clubs. Parents are also involved in District Committees, such as DELAC, LCAP Advisory, and the Migrant Parent Advisory Committee. Input and parent involvement are encouraged at each site and district meeting. During the Public Input section of each school board meeting, parents and community members are allowed a specified amount of time to express concerns or share positive comments. The addition of online town hall meetings has provided families an opportunity to give feedback to the District administration. The District will continue to schedule meetings in Spanish and send home all notices in Spanish, as well as expand opportunities for parents to provide feedback and input for decision making.|All KUSD schools hold a Back to School Night at the beginning of the year so that families can meet the teachers and administrators. Online registration and Parent Portal afford families with easy access to students’ grades, courses, discipline, Parent-Student Handbook, annual Parent Notification, and required district forms and documents. KUSD has scheduled parent-teacher conferences twice a year at the K-6 school sites. Translators are provided to insure engagement with families whose primary language is not English. Parents are encouraged to make appointments with teachers, counselors, or administrators to discuss student progress. Progress reports/report cards are mailed home every five weeks. Student Success Teams are held with staff and parents to address ways to help struggling students succeed. One success with COVID has been easier access to parent meetings, as the parents are able to log on to the meetings from home without worrying about childcare or traveling to the school. The District will focus on continuing to improve partnerships with parents by providing meetings virtually and in person next year.|KUSD uses a variety of resources to keep families informed. These include phone messages, newsletters, emails, websites, Facebook, Remind app for text messages, and personal phone calls. The District will continue to focus on ensuring families who may not have access to technology are invited to events and included on committees (e.g., SSC, ELAC, LCAP). Parents now have 24-hour access to student grades and CAASPP and ELPAC test results. Communication with families increased a great deal over the past year due to COVID-19. Parents are kept informed with phone calls, emails, Google Classroom communication, the Aeries parent portal, and the District and site Facebook pages. Town Hall meetings have been held virtually to keep parents informed and to get feedback from families. There has been an increase in parent participation at migrant and other meetings, as parents are able to use their children's Chromebooks to access the meetings.|5|5|4|5|4|5|5|4|5|5|5|4|2021-06-17||2021 10751270000000|Mendota Unified|3|Families in Mendota Unified always have an “informal” opportunity to provide our school sites and district with input for decision making along with formal opportunities during governance-type meetings. This is done through campus visits, surveys, and parent meetings. To meet Federal requirements, the district continues to have parent councils/committees. The district’s Director of State and Federal Programs ensures that families have the opportunity to provide input for decision making during these meetings by providing all principals with training and the meeting agendas. Next steps will be to help families understand that they can and should provide input during formalized meetings. Progress has been made in this area due to the fact that principals have been trained to understand the purpose of committees and councils. In addition, families are also being trained in this area by the Director of State and Federal Programs and by programs such as the Parent Institute for Quality Education (PIQE). The training that has been provided to both parents and principals in this area is only in the developmental phase and will continue to improve as it will be a focus area for improvement. Since all school sites will be included in this training provided by the Director of State and Federal Programs, it should also improve on the engagement of the underrepresented families.|Providing families with information and resources to support student learning and development in the home at the elementary level is a strength for our school district. The elementary schools accomplish this by hosting parent nights. A similar practice has yet to be established for our secondary schools; this will be an area of focus and growth. Helping families understand their legal rights and how to advocate for their students is another area of strength for our school district. The district continues to partner with the Parent Institute for Quality Education (PIQE) to ensure that all parents are afforded with this opportunity to understand their role as a partner in their child’s education. In addition, the district’s Director of State and Federal Programs also provides training in this area for all parents interested in participating. The trainings provide by PIQE and the Director of State and Federal Programs include knowing who school personnel are and their respective roles, understanding assessments, interpreting assessment results, and knowing what parents can do to seek desired outcomes. It is recognized that helping parents become advocates for their students builds a strong partnership between the home and the school district. Providing professional learning and support to teachers and staff in this area will be focused on for improvement. Currently, minimal professional development in this area is afforded to teachers. The district’s Director of State and Federal Programs in collaboration with the district’s Director of Curriculum and Instruction will research available trainings in this area and or ways to help and guide teachers on the concepts of building partnerships for student outcomes. All principals and teachers will be included; therefore, by providing this training/support there will be an improvement on the engagement of underrepresented families.|Creating an environment that is inviting to all is extremely important to our school district and we take pride in providing great “customer service”. In recent years the district has invested in professional development in this area for all employees that interact with families and community members. Specifically, this training has been provided to our leadership team and more importantly to our front-office personnel. It should also be noted that many staff members are bilingual. Being able to communicate with parents in a language that they understand is a positive when trying to build relationships. Developing the capacity of teachers to build trusting and respectful relationships with families is an area for improvement and focus. In general, the district has not provided any formal training for teachers in this area aside from the training new teachers receive when they are first hired. When teachers are hired, the Director of Instruction and Curriculum provides support prior to the school year commencing. He does this by sharing information about our community and the clientele that they will be serving. For our new teachers, this training is the start of a bridge that shall connect them with their students. It is recognized that teachers need more and ongoing support in learning about the families they serve to better understand student needs. To support teachers in this area, the Director of State and Federal Programs in collaboration with the Director of Curriculum and Instruction will have discussions with site principals to look for opportunities and ways to support teachers and staff in this area; to build capacity and ongoing awareness regarding the importance of building relationships will be a focus area. All staff will be included; therefore, this action should also improve on the engagement of underrepresented families.|2|4|3|3|2|3|3|3|3|3|3|3|2021-06-30||2021 10752340000000|Golden Plains Unified|3|Golden Plains has established and maintained School Site Councils and English Learner Advisory Committees at both the site and district level in order to provide stakeholders information about the services, actions, and funds, used to promote the academic and linguistic achievement of their children; inform them about the actions, services, and funds used to academically engage their children; inform them about how they can become educated to help themselves and their children to enjoy a healthy and fiscally stable life as well as how a safe and attractive school site is maintained and enhanced. Parent and community engagement is critical to a string school culture. At SSC and ELAC meetings, stakeholders can also provide input regarding the success and challenges the district faces. Golden Plains teachers and administrators are able to communicate with parents through Parent Square (bilingual electronic communication), parent conferences (twice, yearly), back to school night, open house, and other site specific events that involve the community. The use of counselors (SEI support), translators, and childcare will be provided for parents to increase engagement of underrepresented families. The area of focus for improvement from feedback from stakeholders and available was and continues to be low academic performance in mathematics and language arts.|Golden Plains has established and maintained School Site Councils and English Learner Advisory Committees at both the site and district level in order to provide stakeholders information about the services, actions, and funds, used to promote the academic and linguistic achievement of their children; inform them about the actions, services, and funds used to academically engage their children; inform them about how they can become educated to help themselves and their children to enjoy a healthy and fiscally stable life as well as how a safe and attractive school site is maintained and enhanced. Parent and community engagement is critical to a string school culture. At SSC and ELAC meetings, stakeholders can also provide input regarding the success and challenges the district faces. Golden Plains teachers and administrators are able to communicate with parents through Parent Square (bilingual electronic communication), parent conferences (twice, yearly), back to school night, open house, and other site specific events that involve the community. The use of counselors (SEI support), translators, and childcare will be provided for parents to increase engagement of underrepresented families. The area of focus for improvement from feedback from stakeholders and available was and continues to be low academic performance in mathematics and language arts.|Golden Plains has established and maintained School Site Councils and English Learner Advisory Committees at both the site and district level in order to provide stakeholders information about the services, actions, and funds, used to promote the academic and linguistic achievement of their children; inform them about the actions, services, and funds used to academically engage their children; inform them about how they can become educated to help themselves and their children to enjoy a healthy and fiscally stable life as well as how a safe and attractive school site is maintained and enhanced. Parent and community engagement is critical to a string school culture. At SSC and ELAC meetings, stakeholders can also provide input regarding the success and challenges the district faces. Golden Plains teachers and administrators are able to communicate with parents through Parent Square (bilingual electronic communication), parent conferences (twice, yearly), back to school night, open house, and other site specific events that involve the community. The use of counselors (SEI support), translators, and childcare will be provided for parents to increase engagement of underrepresented families. The area of focus for improvement from feedback from stakeholders and available was and continues to be low academic performance in mathematics and language arts.|4|4|4|3|5|4|5|4|4|4|4|3|2021-06-22||2021 10752750000000|Sierra Unified|3|The annual school climate survey was administered, electronically, in May 2021. This survey is used as an indicator as to how our parents feel in regards to being welcomed at schools, their ability to communicate and feel heard, their inclusion in decision-making opportunities within the District and on school sites. Parents are invited to become members of Site Councils, Parent Faculty groups, participate in community forums, principal's advisory groups and participate in school site and district-level surveys. An area of focus being made in the upcoming school year to implement Parent Education nights as well as continue inviting parents to participate in the above mentioned decision-making opportunities. Administrators have reached out to individuals and asked for their participation in advisory groups as a way to solicit involvement and engage individuals in productive discussions and input into activities on school sites. The use of the Aeries Communication tool has become a consistent and useful messaging opportunity for the District and site administrators to forecast upcoming events to families alongside social media and website updates with notifications. A commitment has been made in the 2021-2024 LCAP to put efforts toward Parent Education in the form of topic-specific meetings held at a minimum of 3 times each year. The intended purpose for these meetings will be to assist parents in understanding their role in their child's education, how to support their child's learning and know how to advocate on behalf of the needs of their child in a setting that is designed to be informative and collaborative. The meetings will invite parent input into established and new initiatives around the topics presented. LCAP Goals 4 and 5 specifically call out opportunities to engage families in working alongside site and district personnel to implement practices that will address the reduction of chronic absenteeism and the continued efforts to maintain current programs in CTE and seeking areas to grow. To ensure that those families making up our unduplicated populations are included in these activities, a concerted effort will be made to notify early of upcoming meetings, utilizing Aeries communication systems, sending home of flyers, connecting with community leaders to assist in messaging and in some cases personal contact to encourage participation.|"As mentioned in ""Building Relations"" the District will continue to build staff capacity around how to build and maintain relationships and connections with parents and families through social-emotional wellness initiatives. Parent Conferences continue to be a strength and constant activity within Sierra Unified at all school sites. There is dedicated time within our academic-year calendar designated as Parent Conference Week where families are invited into their child's classroom to meet and review progress. Throughout the school year, teachers are able to refer students to a Student Study Team (SST) when there are visible signs of struggle for students either in academics or social-emotional. In this process, teachers, the student and the family meet together to learn what may be causing the issues and present some interventions that can be implemented and followed up on for progress checks. These interventions may include Check-In/Check-Out on a daily basis, a weekly grade check, a daily mental health check-in to name a few. Events like Open House, Celebration of Learning, Celebration of Success and newly implemented Academic Planning in grades 7 and 10 are the District's commitment to supporting, developing and showcasing student outcomes alongside families through their involvement in these events. Teacher expectations with class grades is to maintain an updated gradebook, to support a family's ability to track classroom progress through Aeries Parent Portal. Sierra Unified has worked, and continues to work on a well-built and efficient Multi-Tiered System of Supports (MTSS) structure to support all stakeholders involved in student learning and outcomes. The workings of the MTSS structure and its components are overseen by the Director of Education Services and a team of site administrators who meet regularly to evaluate the effectiveness of the system and its application toward the service of students. The system has been presented to the School Board by way of a Program Report in a regularly scheduled, public board meeting, and teachers have been introduced to the system and its operations at open-day professional development sessions. Parents are introduced to the system and its opportunities as they and their child are in the SST cycle. Each of these components allows Sierra Unified staff to best serve the students and work to achieve an inclusive environment that supports learning and growing of the individual."|"Continued efforts to provide quality professional learning in the area of social emotional awareness and mental health are providing the staff of Sierra Unified School District the tools needed to recognize needs of families in relation to the overall education of their children. Putting into practices such techniques as active listening, has allowed for trust to build and productive communication to take place; these in turn help to provide a welcoming environment where, it is anticipated, a parent feels safe and in partnership with the school site and district personnel. To support the development of these relationships, the district continues to build opportunities that deliver school information to the homes and receive parent input and communication. Utilizing our Aeries Communication system, allows school sites and the district to broadcast notices of important events, reminders and basic communications about a change of schedule or emergency. Additionally, an effort to return phone messages and emails within 24-hours of receipt is expected of all teachers and administrators. This practice is in place to assist with our goal of building trusting 2-way communications with the families served by our district and work in partnership to provide healthy and safe campuses for the students of Sierra Unified. An example of these efforts were extended with the school closures in March of 2020. Teachers made themselves available to parents and guardians via Zoom, phone and email during Office Hour sessions and as needed to support their child's learning in a new format. The schools shared out class schedules for virtual Zoom meetings, asynchronous and synchronous learning times, and site administration held Zoom Forums that welcomed input from families as we learned together to navigate a new and unfamiliar path of educating children through a screen. The forums continued through the end of the school year and in the later days of July and early August as we prepared to reopen doors for the 2021 school year. Parents' input was welcomed and in a number of cases that input was implemented as a solution to a problem. We did not know at the time how important our Spring 2020 work together would be until September when we relied heavily on newly formed lines of communication and trust that Sierra Unified and its parents, together, would keep a ""Mountain Strong""."|4|4|4|5|4|4|4|4|5|4|5|4|2021-06-28||2021 10754080000000|Riverdale Joint Unified|3|Riverdale Joint Unified School District’s teachers, support staff and administration take part in continuous conversations and collaboration opportunities on improving the value and utility of contributions of underrepresented families in providing input into the decision making process. RJUSD conducted parent surveys to gain a parent perspective on the district’s ability to take in parental input. Fifty-five percent of families expressed they felt the school district actively seeks parental input. RJUSD will continue to work with families to improve this parent perception. The district will make this a focus area of improvement so that more families perceive the value and contributions of their input into school decisions. To achieve this, Riverdale Joint Unified School District will continue to work on their ability to build both relationships and partnerships with underrepresented families.|Riverdale Joint Unified School District every year reviews and educates teachers, support personnel, administration and other school leaders the value and utility of contributions of parents in building partnerships with underrepresented families for student outcomes. While the district sees their ability to build partnerships with underrepresented families as a strength, the district also realizes this is an area to continue to grow in. Before COVID-19, numerous opportunities, workshops and publications were provided for parents to give them the information and resources to support student learning and development in the home setting. Many of these previous events and items changed during COVID-19. The focused area of improvement will be to expand families' awareness and understanding of their ability to exercise their legal rights and advocate for their own students and all students. The ability to hold events such as parent conferences, IEP meetings, meetings such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) along with parent forum opportunities in both person and virtual formats will create and allow for situations for families to discuss student progress and ways to work together to support improved student outcomes. Riverdale Joint Unified School District will continue to build partnerships with underrepresented families through in person and virtual formats.|Riverdale Joint Unified School District takes pride in the establishment and continual growth of building relationships with underrepresented families. While the district sees their ability to build relationships with underrepresented families as a strength, the district also realizes this is an area to continue to grow in. RJUSD holds an open door policy to welcoming families to discuss their child’s educational needs. Parents are a vital connection and serve as equal partners in building relationships with the district. Bilingual support can be found through school site/district mailings, publications, and verbal interactions. Bilingual support can be found at the district level along with at each school site. Translators are used for various meetings such as: parent conferences, Back-to-School Night, virtual events, social interaction events, community events and Special Education meetings. Through various conversations with parents, the parents of Riverdale are appreciative of the ability to communicate with school officials and staff concerning the educational process of their children. RJUSD continues to seek methods and approaches to better understand each families strengths, cultures, languages and goals for their children. The focused area of improvement is for RJUSD to continue offering a welcoming environment for all families to build and expand relationships with.|4|4|3|5|4|4|4|3|4|4|4|4|2021-06-23||2021 10755980000000|Caruthers Unified|3|The LEA is at full implementation in this section and continues to seek input for decision making with stakeholders. This has been done with the school committees (SSC, DELAC, ELAC). The LEA has found that the input that is provided is quality and working together with all stakeholders gives the best outcome. The LEA will continue to strive for full implementation and sustainability and work to engage the underrepresented families.|The majority of the LEA is at full implementation in this section however a focus and area that we need to continue to develop is supporting families to understand and exercise their legal rights and advocate for their own students and all students. With the work of site community liaisons and in conjunction with school committees (SSC, DELAC, ELAC) we will explore how to get this information out and also include the underrepresented families. Current strengths include the work that has been completed during the pandemic to work with families, train staff in technology and finding programs that were the right fit at the right time.|The LEA is at full implementation in regards to building relationships with stakeholders and something that the district works at. Every year the LEA evaluates how we can progress and the goal is to be at full implementation and sustainability in this area. We realize that there is a continued need to improve engagement of underrepresented families and with the work of site community liaisons and counselors we will talk to the families to find out specific ways to improve the engagement.|4|4|4|4|4|4|3|3|4|4|4|4|2021-06-21||2021 10767780000000|Washington Unified|3|In order to inform this rating, the following evidence was gathered and analyzed: Board policies, district and site family engagement policies, stakeholder surveys, and work group discussions. Washington Unified found that school sites regularly implement practices to engage families in advisory groups and with decision-making. Staff understand and are provided with tools to support families in this area. A focus area for the 2021-22 school year will be to identify and seek out underrepresented groups in the school community in an effort to gain input from these groups.|In order to inform this rating, the following evidence was gathered and analyzed: Board policies, district and site family engagement policies, stakeholder surveys, and work group discussions. Washington Unified found that it is in the beginning stages of implementing strategies to build partnerships for student outcomes. A focus area for improvement for the 2020-21 school year is to work with our families to evaluate the effectiveness of current practices. This will include reaching out to underrepresented families using multiple methods of communication.|Washington Unified is committed to building trusting and respectful relationships with families. The district intentionally and regularly builds staff capacity to build strong relationships and create a welcoming environment for all families in the community. In order to inform this rating, the following evidence was gathered and analyzed: Board policies, district and site family engagement policies, stakeholder surveys, and work group discussions. Another strength is in the area of two way communication between school and home. Local survey data indicates that parents and families are largely satisfied with school to home communication through multiple methods. Washington Unified found that it is in the beginning stages of developing a systematic approach to supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. In order to improve the engagement of families, including underrepresented families, Washington Unified will continue it’s work in developing culturally sensitive communities of learners.|4|5|3|5|3|3|4|4|4|5|4|4|2021-06-23||2021 10767781030774|W.E.B. DuBois Public Charter|3|The charter increased parental involvement can be contributed to the convenience and accessibility to technology devices by student and parents. Parent input is readily accepted and infused into board-level decision making in forms of surveys, personal calls, and emails. Along with the Board of Directors, governance and oversight is also provided by the School Site Council (SSC) and the District English Learner Advisory Council (DELAC)which consists of parents, teachers, students, community members, the Superintendent, and the Chief Executive Officer. The SSC makes decisions and recommendations on issues such as curriculum, instructional practices, campus culture, and other school-related issues. All materials are in multiple languages based on home survey data collected during enrollment. Offering dinners to parents and students to provide additional knowledge of health and wellness.|The School Site/DELAC/Parent Councils work with the Site Administration to provide consistent feedback relating to the outcomes of students. Stakeholders were survey for next steps and modifications with delivery of academics, interventions, overcoming learning loss, and health and wellness. Student achievement and attendance included providing 1-1 devices, Hotspots, individual and small group instruction for student in need of interventions and disabilities. Our in-person, hybrid and independent studies programs are designed to provide academic and social emotional learning tools to ensure loss of instruction time is minimal. Reengagement activities to reduce losses in instruction have been implemented to ensure that all students have access to daily instruction, contact with teachers and staff and targeted interventions.|The LEA has increased graduation rate by hiring additional staff members to progress monitoring student performances and achievement. We expended CTE courses to increase student interest and meet A-G Requirements. To identify areas of focus, a needs assessment is conducted annually and the findings are shared with all stakeholders when making decision for the school site. Stakeholder meetings included: The non-profit governing board, School Site Council, DELAC Council, Principals, Teachers, Administrators, Parents, Community Members, and other staff member such as special education teachers. Along with the newsletters, informational parent letters, school messenger notices and informational meetings, all DuBois students were given the opportunity to complete the annual comprehensive survey to give feedback on multiple aspects of operations at DuBois. Survey items included questions about EL Learner, College & Career Readiness, Instructional Strategies, Campus culture, Student Safety, Instructional Materials, Teacher Support, Rigorous and Relevant instruction, Homeless and Foster Youth Policy, Parent Compact, and staff.|5|5|5|5|5|5|5|5|5|5|5|5|2021-08-09||2021 11101160000000|Glenn County Office of Education|3|All of the students served through our regionalized programs have an identified disability and qualify for special education services. When creating the individual plan or IEP for students parents participate in a robust process to establish the program for that individual student. Part of this process contains a survey about facilitating the parents’ involvement in the process as well as attaining parent agreement to the program. 100% of our parents have responded to the survey question and more than 95% agreed that we involved them meaningfully in the process. As parent participation is a required component of drafting IEPs, parents have direct and explicit input in decision making around programming for their student. We chose this method because parents are familiar with the IEP process, we get one on one feedback from them, and each parent is given a voice in the process and programming for their child.|In Student Services we strive to engage with all of our parents on a regular basis. Given that every student in our programs has an Individualized Education Plan or IEP we have requirements to meet. Through the IEP process we meet with each family no fewer than once a year to review their child’s program, create goals for the future and to listen to their concerns. Our department works hard to establish strong relationships with the families and reach out more often than the annual meetings because we have a philosophy of preventing problems. The best way to ensure parents are happy with the school program is regular communication. This is especially important in the regional classes for students with significant disabilities because many of them do not have language and cannot tell their families about their days whether it is to share something fun or something they did not like. Our teachers are sure to send pictures or capture videos of students working so parents can see how great their child is doing during the school day. Our programs participate in Back to School Night and Open House at each of the hosting campus’. Our programs have parent nights were parents are invited to visit the program and offered snacks and time to get to know the teacher and other staff. This gives staff a chance to talk with parents in a calm setting as IEP meetings can be stressful for everyone especially parents! At all events and IEP meetings translators are available so all parents can participate regardless of the language they speak.|In order to support teachers and administrators in learning how to engage with families, we conduct new teacher training where teachers attend mock IEP meetings and practice reporting out and getting feedback from administrators. Staff also have the opportunity to attend professional development around the IEP process and working with families at local workshops hosted by local special education administrators. There are also a number of legal workshops taught by Special Education attorneys that educate staff on the laws, regulations, and policies that govern the special education services. Professional development also includes elements about resolving conflict and how to mediate meetings to prevent and address disagreements quickly. As the laws, policies and regulations change regularly, these training are ongoing. We work so closely with all of our families on a regular basis as required by the IEP process.|4|4|4|4|4|4|4|4|3|3|3|3|2021-06-15||2021 11101160124909|Walden Academy|3|We regularly solicit stakeholder feedback on a regular basis through surveys. The data from surveys is reported to the school community and used to inform all areas of school. As mentioned earlier, we are struggling to get parent involvement in School Site Council and Walden Academy Board of Directors. Because of restrictions due to COVID, we have not been able to hold the monthly Good Morning Walden community meetings. This is an area we hope to bring back soon and are looking for ways to involve parents in other ways.|"Parent-teacher conferences are well attended. During these, teachers spend time educating family members on the myriad ways they can support their child's learning. At Back to School Night, this is addressed too, along with the ways family members can become involved on campus and in the classroom. Weekly ""Yellow Folders"" go home with multiple ways parents can support their children and our school. These are also sent out in a digital format. An area of focus for this school year is building involvement within the School Site Council and Walden Academy Board of Directors."|At Walden Academy, a partnership based on communication between school and home is a priority. We communicate with families using the digital platform, Parent Square. This tool has the capability to communicate with whole classes, smaller groups, individually and the entire school community. It translates all communication into Spanish if the families have indicated they prefer communication in Spanish. To further communication with non-English proficient parents, the school office receptionist is fluent in Spanish, we have 2 classified aides that speak Spanish fluently as does the Dean of Students. We begin welcoming Walden Academy students and families to our campus and school community during Sneak Peek. It is our goal to create strong and sustaining relationships with our families and students. The Parent-Teacher Club is quite active on our campus and it has excellent parent participation and voice in terms the activities are chosen. The Walden Academy Board is another area of parent participation as are board meeting. We devote time during teacher collaboration to work on specific areas of support for teachers in parent communication. Teachers can self-select professional development opportunities to build their own capacity for engaging family members. The California Healthy Kids Survey indicates that parents and students overwhelmingly feel welcome on the campus.|4|5|3|4|3|4|4|3|3|3|3|2|2021-09-27||2021 11101160130724|Success One!|3|All students at Success One! Charter are given an opportunity to be a member and participate in the Success One! Advisory Committee. In addition, we conduct school climate surveys and exit surveys to regularly seek student input on curriculum, resources, services and ways of improvement.|All our programs are designed to help underrepresented student populations. Our school builds partnership with students by meeting with students weekly to discuss progress and goals and providing online resources, Chromebooks, and hotspots to take home. We are working to improve our student partnership with the school academic counselor to identify barriers to academic achievements by setting up initial appointments with the counselor to build individualized plans to fit student's needs. The teacher, counselor and student will then collaborate to achieve the desired student outcome.|- We are in continuous communication with our adult students from the moment of enrollment until the day they graduate or exit our program through initial intake surveys, monthly wellness surveys, and weekly check-ins. - Our primary focus area for improvement is to build a system for students who failed to remain engaged. - Our school has always been inclusive and all students have equal access to educational resources, and we are continuously improving student access to devices and connectivity to participate in the educational program by providing Chromebooks, hotspots, online curriculum, and computer lab access.|5|5|5|5|4|5|5|1|4|4|4|4|2021-06-10||2021 11101161130103|William Finch|3|We utilize the following platforms and communication methods to engage all stakeholders: -school website -social media -monthly newsletter -letters to families -staff meetings & agendas -open door policy -bimonthly in-person meetings -video conferencing -telephone conferencing -learning management systems -schoolwide mass messaging|We provide individualized learning programs and communication tools for families to use during their time at the charter. Students and families are informed of their rights at the annual school orientation in August and reminded of their rights at our bimonthly meetings.|Our strength in parent engagement is that we meet with families bimonthly if not more. One focus area of improvement is to return to hosting virtual and in-person assemblies.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-29||2021 11625540000000|Capay Joint Union Elementary|3|Capay School currently communicates with families on a regular basis using a variety of tools to develop and strengthen its relationship with each family. Individual teachers continue to build strong relationships through daily and weekly communications. Our future goals include hosting evening informational meetings three time per year and also implementing home visits to improve and strengthen relationships with all families.|During the 2020/21 year, Capay Elementary staff engaged various stakeholder groups in the development of the three-year LCAP. The process included the following stakeholder groups: all site and district staff, representatives from the governing board, School Site Council, PTO(which includes representatives of our EL parents) Capay Educators Association(CEA) union representatives, parents, community members such as business owners, local farmers and alumni of Capay School, our Student Body Officers and members. Meetings were held throughout the year where the various stakeholder groups had the opportunity to identify priorities and provide on the goals and actions outlined in the LCAP. These were identified as follows: Parents provided input on the LCAP during meetings held throughout the year. Parents also had opportunities to reply online or on paper to our questions of the month sent out at the beginning of each month in conjunction with our news letter. Students council members and representatives provided input during weekly meetings throughout the year.|Capay School currently communicates with families on a regular basis using a variety of tools to develop and strengthen its relationship with each family. Individual teachers continue to build strong relationships through daily and weekly communications. Our future goals include hosting evening informational meetings three time per year and also implementing home visits to improve and strengthen relationships with all families.|2|3|3|4|3|3|3|3|3|3|3|4|2021-06-07||2021 11625960000000|Lake Elementary|3|The parent survey identified the following evidence to support parents have a voice in the school’s decision making process: 81.7% of parents strongly agree (48%) or agree (33.7%) that they are comfortable speaking with teachers or administration about problems/concerns (down 7% from previous survey) 60.2% of parents strongly agree (33.7%) or agree (26.5%) that they feel welcome to attend PTO (Parent Teacher Organization) or SSC (School Site Council) meetings (down 28% from previous survey) 62.3% of parents strongly agree (34.7%) or agree (27.6%) that they feel welcome to attend Board meetings (down 12% from previous survey) District leadership will work with staff to identify and implement parent engagement opportunities of ALL families while continuing to implement public health guidelines required during a pandemic.|Parent feedback provides information and guidance to the district, specifically regarding engagement and school climate. A survey was distributed in April 2021. The percentage of parent surveys completed was 82% (98/120). This is the highest participation response to date. However, the responses below average 10 percentage points lower than past surveys. The District believes the high response rate and lower ratings were contributed by the environment caused by school closures and public health guidelines. 80.7% of parents strongly agree (53.1%) or agree (27.6%) that they feel welcome at the school 77.6% of parents strongly agree (39.8%) or agree (37.8%) that the school communicates effectively with parents 82.6% of parents strongly agree (61.2%) or agree (21.4%) that their children are safe and happy at Lake Elementary School Comments highlighting strengths include: • great staff • small classes • familial community • communication and transparency • strong academics • school wide participation in the flag salute District leadership will work with staff to identify and implement parent engagement opportunities of ALL families while continuing to implement public health guidelines required during a pandemic.|"Some highlights from the parent survey regarding building partnership for student outcomes include: 90.8% of parents responded ""Yes"" to: I am satisfied with the readability of my child's data snapshots, progress reports, and report cards regarding my child's progress toward grade-level standards. 87.8% of parents responded ""Yes"" to: I am satisfied with the frequency of communication regarding my child's progress toward grade-level standards. The District will continue to provide information to families in the language of their choice."|3|3|3|4|4|3|4|3|4|4|4|3|2021-05-27||2021 11625960139550|Lake View Charter|3|We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children. Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Parent/guardian suggested we increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to increase the parent participation in the survey.|Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete an independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few. A focus area for improvement is to increase our parent participation in the survey and increase parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.|Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and by participating in advisory committees, and special events. We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-26||2021 11626380000000|Plaza Elementary|3|Plaza School District has significant community involvement and engagement. Community members participate in advisory committees, and we have a very active parent-teacher group.|Plaza School District teachers communicate with families regularly regarding student progress via email, text, phone calls, and in person. Plaza uses an online grading program that students and families have access to. Although Plaza School does encourage families to understand and exercise their legal rights and advocate for their students, they do not offer specific support.|Plaza School District has a strong relationship with the community with a long waitlist of students who want to attend. In pre pandemic years, the District has a significant amount of volunteerism. One area the District continually works to improve is receiving more involvement from non-English speaking families.|5|5|2|5|2|4|4|1|4|4|4|4|2021-06-17||2021 11626460000000|Princeton Joint Unified|3|The district size and frequency of meetings has provided ample opportunity for input by stakeholders. The new distributed meeting model, grade level parent nights, and informal meetings will allow us to collect input from a wider group while maintaining what we have previously done.|We are a small district where interaction is common and frequent. Site Council, board meetings and LCAP stakeholder meetings have been the primary, formal channels for stakeholders to get information and to provide input. This year we are introducing two new concepts. One, we will be experimenting with distributed meetings in an attempt to overcome time, distance and language barriers. Two, we are holding parent nights for various grade levels.|The size of our school allows us to be proactive in most cases and quickly reactive when necessary. Staff collaboration and parent conferences are frequent and effective. We see ourselves as partners with families and I believe our student’s parents agree.|4|5|4|4|4|5|4|4|4|4|4|4|2021-06-29||2021 11626530000000|Stony Creek Joint Unified|3|The LEA uses a dialer system, website, teacher newsletters, parent conferences, individual conferences when necessary and marquee's to communicate with parents and the community and these methods have proven to be satisfactory. Once area that needs to be addressed is a lack of community attendance at LEA sponsored community meetings such as Board meetings or other meetings such as vacine clinics for Covid-19.|Surveys indicated last January indicated that the school district was well prepared for distance learning and that parents had plenty of support in terms of supplies, technology and access to teachers during the pandemic shutdown. Parents have access to teachers at parent conferences as well as individual meetings for students when identified they need assistance. Areas of improvement indicate making sure students have a quiet place to do school work at home.|Communication has improved over the past few years as indicated by parent surveys. The LEA continues to build trust with the community to meet the needs of the students and examples of this include the transfer of grades 7&8 off the high school campus, the restructuring of the high school schedule to have an independent FFA and science departments. The Grindstone Parent Committee giving full support of purchasing a DMV car for the high school which has not had this program in place for many years. Students from Elk Creek High School are now routinely going on college campus visitations to both schools in California and out of state. Still improvement in this area needs attention as we have yet to have a Native American student graduate from high school and move on to post secondary education.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-13||2021 11626610000000|Willows Unified|3|Willows Unified does its best to get parent representation from all subgroups to be a part of the decision making process, such as the School Site Councils, School Site Leadership Teams, English Language Advisory Committees/District English Language Advisory Committee, and Title I Parent Advisory Committee. One area of growth that we need to work on is getting more parents to join from underrepresented families. Again, WUSD will need to evaluate our engagement efforts and look at opportunities that would be most beneficial to the majority of our parents. This may mean hosting meetings in the mornings, or in the evening with child care, providing translators, etc. to get parents to participate in the decision making process. WUSD has been able to host LCAP stakeholder meetings for individual subgroups: English Leaners/Migrant Ed, Foster/Homeless Youth families, and to the general public at least once a year to get parent input.|WUSD administrators and staff do their best to build positive partnerships for student outcomes. One area of growth that WUSD administrators and staff need to work more effectively in is evaluating our public engagement efforts regularly. In reaching our underrepresented families, we need to make sure we provide training to help our families learn strategies to support their child’s academic needs. WUSD schools will provide opportunities for parents to be involved in their child’s education through activities such as Fall Carnival, Paint Nights, Freshmen Orientation, etc. We pride ourselves in communicating with parents/families on a regular basis through online communications and other various means to keep parents informed. WUSD will continue to build on the cultural values of families; stress personal contact with families (remind teachers of the importance of parent-teacher relationships); foster communication with families (all-call, online communication, etc.); create a warm environment for families; and facilitate accommodations for family involvement, including translators, transportation, and other similar services.|WUSD administrators and staff are in full implementation in building relationships with families and the community. Each school site communicates with parents through various means such as phone calls, letters, monthly calendars, newsletters, Facebook, Instagram, etc. WUSD strives to provide full opportunities for participation in parent and family engagement activities for all parents (including parents with limited English proficiency, disabilities, and migratory children). This is accomplished by ensuring that information related to school and parent programs, meetings, school reports, and other activities is provided in an understandable and uniform format, and to the extent practical, in a language parents can understand. Willows Unified will work on providing schools with research-based materials for Family Engagement Resource Centers, parent training and parent resources, especially for these subgroups: parents with limited English proficiency, disabilities, and migratory children. This may involve training through Parent Education Nights, to help provide parents/families with key questions to probe student understanding, information on school structures and policies, and other educational issues that will help parents/families to successfully work with the system to help meet the needs of their children.|4|4|3|4|4|3|4|3|3|3|3|3|2021-06-17||2021 11754810000000|Orland Joint Unified|3|The district and the schools have a robust system of including stakeholders in decision-making and planning. One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively.|Current strengths include creating welcoming environments for families and building trusting relationships with families. One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively.|Current strengths include providing families with information and resources, and OUSD's systems for conveying information about student progress. One focus area for improvement might be additional training for EL families about their legal rights. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively.|4|3|5|4|3|3|4|3|4|3|4|3|2021-06-25||2021 11765620000000|Hamilton Unified|3|HUSD is proud of the voice their parents and community have in supporting all students. There are established School Site Councils, advisory groups, leadership committess, and school board meetings that allow many voices to be heard in the decison making process.|HUSD continues working to build the capacity and supporting parents in understnaind their legal rigths.|Hamilton Unified School District works hard to understand with our community and connect with all families as frequently as possible. Through parent training programs at the elementary and high schools to frequent home visits, HUSD consistantly seeks input from the students and parents we serve. This is a strength for the District.|4|5|4|4|4|4|4|3|4|4|4|4|2021-06-23||2021 12101240000000|Humboldt County Office of Education|3|EXAMPLE OF WORDING: The HCOE CCS LCAP includes the goal: All HCOE CCS students will be prepared and engaged learners. CCS will ensure all students grow, succeed and transition, well prepared for their preferred futures. In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. Regularly scheduled family nights and stakeholder meetings allow families to be engaged and obtain information about their students. By focusing on professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.|Court/Community Schools promote parental participation in a variety of ways. The district encourages parent participation at regularly scheduled family nights. Family nights are scheduled four times throughout the year at multiple sites. At these family nights parents are surveyed with selected specific questions from the CHKS. Many of our families do not have internet access, so staff provide anonymous paper surveys during family nights. During family nights staff promote The Parent Project and other resources to support their families. Teachers meet with parents/guardians in formal meetings to address students who are not completing required courses or who may be experiencing difficulty completing school requirements. The district also utilizes digital surveys sent via text messages. The surveys gain feedback and suggestions for the LCAP development. Court/Community Schools has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.|Court/Community Schools seeks input from parents/guardians in a number of ways. The district has a School Site Council. At all sites additional opportunities for input are available during intake meetings and family nights. Additional formal meetings include LCAP Stakeholder meetings held in numerous locations and multiple times throughout the year. The district has also utilized parent surveys as a tool for feedback.|4|4|4|4|3|4|4|4|3|3|3|3|2021-06-09||2021 12101240134163|Northcoast Preparatory and Performing Arts Academy|3|NPA seeks input from parent/guardians in school decision making through parent evenings hosted for each grade level once each semester at the high school level and open house parent evenings at the middle school level. During these meetings parents have an opportunity to voice their academic and developmental hopes for their student and share any concerns or suggestions they may have with faculty and administration. The school writes down all comments from parents/guardians, and faculty and administration take them into consideration in their decision making processes. During these evenings parents also receive a questionnaire asking them to rank development priorities and initiatives in the school. The results are incorporated into the school's LCAP goals and actions. The parent meetings have a high rate of attendance. This year to date more than 85% of families have attended at least one parent evening.|All staff attend professional development workshops addressing these topics. The school evaluates the learning needs of each student on an ongoing basis during regularly scheduled faculty meetings and inservices. The also school offers regularly scheduled parent evenings and parent conferences to discuss student progress and address individual student needs. Additionally, the school conducts a parent-teacher communication week each semester prior to the release of midterm grades.|The school offers multiple opportunities to build relationships with families at all grade levels, including a start of school orientation, a welcome back to school night, parent conferences, all-school meetings, parent evenings, opportunities for and strong encouragement of parent involvement and proactive individual communication on the part of staff members. The school also engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes.|5|5|5|5|4|5|5|4|5|5|5|5|2021-06-08||2021 12101240137364|Northern United - Humboldt Charter|3|In the area of seeking input for decision making, our greatest strength with 83.3% of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making. As for area(s) of improvement, in the areas of supporting principals and staff to effectively engage families in advisory groups and with decision-making 77.7% of our participants believe we are at Full Implementation or Full Implementation with Sustainability. Additionally, 77.8% of our participants believe we are at Full Implementation or Full Implementation with Sustainability in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. As for providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels, 73.5% believe we are at Full Implementation or Full Implementation with Sustainability. In order to increase decision making input by parents, we will increase our outreach to parents for the School Site Council and make it a priority to announce our board meetings and distribute School Site Council and Board meeting agendas.|In the area of building partnerships for student outcomes, the data shows that 89.88% of our participants believe we have Full Implementation or Full Implementation with Sustainability in providing families with information and resources to support student learning and development in the home. Equally important, 91.8% believe we have Full Implementation or Full Implementation with Sustainability with families understanding and exercising their legal rights and advocating for their student’s needs. Both of these are strengths according to our respondents. As for area(s) of improvement, 77.7% of our participants believe that we have Full Implementation or Full Implementation with Sustainability in providing professional learning and support to teachers and principals to improve our school’s capacity to partner with families and 73.5% of the respondents believe that we have Full Implementation or Full Implementation with Sustainability progressing in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Because of this we are offering stipends for staff to create a course for parents. This course will provide parents with strategies to improve student outcomes.|In the area of building relationships with our families, we see this as a tremendous strength. With 95.9% of our participants believing that we are at Full Implementation or Full Implementation and Sustainability, it is clear that we are building trusting respectful relationships in which our families feel connected. As for area(s) of improvement, we will continue to make extra efforts to reach out to all of our more rural families. During the pandemic, we realized that some of our more rural families lacked internet connection and this created challenges in relationship building. We will continue to offer hotspots and computers to families as needed in order to improve our outreach to all families.|5|5|4|5|5|5|5|5|5|4|4|5|2021-06-18||2021 12626790000000|Arcata Elementary|3|"Parent input is an integral part of the ASD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the ASD Board of Trustees, the District Advisors Committee, School Site Councils, and give feedback through surveys and other less formal communications. The ASD LCAP previously used 9 expected annual measurable outcomes related to parent engagement and the district was identified as meeting targets for 5 of the 9 expected measurable outcomes - some of the measurable outcome were impacted by the pandemic. The new ASD LCAP will include streamlined metrics to not only monitor parent involvement, but also track parent perceptions regarding their involvement: 87% of parents/guardians agree or strongly agree that their school ""actively seeks the input of parents before making important decisions."" (2020/2021 Baseline Data) 88% of parents/guardians agree or strongly agree that ""school staff take parent concerns seriously."" (2020/2021 Baseline Data) 70% of parents/guardians indicate that they ""participated in a regularly scheduled parent-teacher conference with the child's teacher."" (2020/2021 Baseline Data) In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area."|"The Arcata School District recognizes parents as partners and works with parents and families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and holds trainings/workshops, such as parenting classes. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. The ASD LCAP previously used 9 expected annual measurable outcomes related to parent engagement and the district was identified as meeting targets for 5 of the 9 expected measurable outcomes - some of the measurable outcome were impacted by the pandemic. The new ASD LCAP will include streamlined metrics to not only monitor parent involvement, but also track parent perceptions regarding their involvement: 91% of parents/guardians agree or strongly agree that their school ""encourages me to be an active partner with the school in educating my child."" (2020/2021 Baseline Data) 87% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2020/2021 Baseline Data) 84% of parents/guardians indicate that the school does very well or okay at providing information on the parents expected roll at their child's school. (2020/2021 Baseline Data) In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area identified for improvement is increasing professional development for teachers and principals to better partner with low income families and students with disabilities."|"Relationships between School Staff and Families is critical for ensuring student success. The ASD fosters these relationships through a Wellness Committee, a District Advisory Committee, and has initiated parent involvement in Textbook Adoption. Involving families in the decision making process helps to build relationships between families and staff. Both AES and SBMS have active School Site Councils. AES also has a PTO and SBMS has a Graduation Committee and a Booster Club. Additional opportunities for input occur during intake meetings, conferences, IEP meetings, and family events. The ASD encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at conferences and hold trainings/workshops, such as parenting classes. The ASD provides PD on promoting parent participation and the ASD provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The ASD offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend conferences, along with a translator. By focusing on formal and informal meeting opportunities, PD on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. The ASD LCAP previously used 9 expected annual measurable outcomes related to parent engagement and the district was identified as meeting targets for 5 of the 9 expected measurable outcomes - some of the measurable outcome were impacted by the pandemic. The new ASD LCAP will include streamlined metrics to not only monitor parent involvement, but also track parent perceptions regarding their involvement: 95% of parents/guardians agree or strongly agree that their school promptly responds to their phone calls, messages, or e-mails. (2020/2021 Baseline Data) 96% of parents/guardians agree or strongly agree that ""school staff treat parents with respect."" (2020/2021 Baseline Data) 88% of parents/guardians agree or strongly agree that “teachers communicate with parents about what students are expected to learn in class.” (2020/2021 Baseline Data) 60% of parents/guardians agree or strongly agree that their school ""keeps me well-informed about school activities."" (2020/2021 Baseline Data) In order to better serve all ASD students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata FRC has been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the ASD will increase emphasis on PD that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children."|4|4|3|5|3|4|5|4|4|4|4|4|2021-06-17||2021 12626790109975|Fuente Nueva Charter|3|On the annual community survey, 94% of Fuente Nueva families reported that they feel that the school maintains clear and open communication about school wide information. 92% of respondents reported that they feel they have a chance to participate in the decision making process for the school. This is a huge success and we plan to build upon this feedback by continuing to provide meaningful ways for parents and community partners to provide input into the school's programs and policies. As a Spanish immersion program, several families prefer or require to communicate in Spanish. We are building our capacity to engage with Spanish speaking families by ensuring that the front office administrative team includes an individual who is bilingual in both Spanish and English. One way that we can continue to improve is to ensure that translation services are available for all community forums. This year we had translation available at all governance board meetings, but it was not utilized. This was also the first year that all school communications were delivered in both English and Spanish. The recent annual survey demonstrated that 34% of respondents are familiar with the Local Control Accountability Plan. Despite our efforts to ensure this is not the case, very few parents feel connected to this most important document that outlines our program's goals, actions and services. To address this, we will be launching a refreshed educational campaign to provide community partners with ways to learn about the LCAP. Through multiple entry points we hope to educate more parents about the actual LCAP so that they realize what they do know and empower them to engage further in the process. While low ratings regarding the LCAP demonstrates families connection to this compliance document, it does not well capture the overall ratings of the school as a community. As a Spanish immersion school, diverse members of the surrounding area are attracted to the school for the inherent value on multiculturalism and multilingualism that an immersion school promotes. This in itself is a statement of inclusion to our community that the school values many voices and perspectives. We feel this as a school, but this is not actual data. To this end, we are seeking options to hold Listening Sessions for students of color and other underrepresented families to share their experiences at Fuente Nueva. From this we can learn what we can do to support our families to thrive in the school program.|Fuente Nueva has funding available for educators and staff are paid for opportunities to learn more about ways to support the diverse community that we serve. This past year the Humboldt County Office of Education offered a monthly workshop to highlight the needs of specific populations through their equity series. In addition, staff were offered the opportunity to attend the Four Dimensions of Racism and Implicit Bias training offered through the TK-12 Partnership with Humboldt State University and Humboldt County Office of Education. Additionally all certificated staff have been trained in restorative practices and trauma informed schools. The learning in these workshops builds a foundation of personal and professional understanding on what it means to partner with families to support the learning of students. On a recent survey, 89% families reported that they feel the school supports their child's unique educational needs. One area that we are looking to deepen our work in is racial equity. We are working with the TK-12 Partnership to conduct a listening session with current and former family members of underrepresented families. With this information we will take action to address areas of concern.|The number one word that families and community partners use to describe Fuente Nueva is community. This has been a common them on the past three years of family/community surveys. Additionally the surveys reveal that the community feels welcome at the school. As a Spanish immersion school who centers social justice as a core value, we are regularly reflecting on how we are doing to each family for their unique culture that they can bring to the school. When provided feedback we say thank you and take action to demonstrate that families are respected as contributors to the shaping of the program.|4|5|5|5|5|5|4|4|5|5|4|4|2022-06-16||2021 12626790137653|Redwood Coast Montessori|3|RCM seeks input from parents/guardians in many ways. RCM has a school board of directors, a Site Council committee, a fundraising organization, and an “open door” approach to providing parents/guardians the opportunity to provide regular feedback. RCM has involved parent/guardian involvement in the site surveys, visioning meetings, LCAP, and SPSA development.|RCM encourages parent/guardian participation in a variety of ways including: volunteering in the classroom, field trip chaperone and driving, parent/teacher conferences twice per year, participation in school-wide educational events, use of weekly newsletter for communication with stakeholders. Through the school resource center, RCM also offers parenting classes. To accomplish this goal, RCM relies on several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. The area RCM is planning on increasing engagement is through including more Montessori and PBL specific parent education opportunities.|All RCM staff, including administrative staff, are easily accessible by the parent/guardian community. Contact information are posted on the school website and are delivered to families each week through the school’s newsletter. RCM holds regular parent conference meetings with parents/guardians throughout the school year. RCM also provides educational information for parents/guardians about Montessori and Project Based Learning strategies used by the school. RCM is currently undergoing professional development training in the areas of equity and inclusion. We want to be sure the needs of all of our students and families are being met and hope to continue to improve our relationships with families attending RCM.|5|5|4|5|4|4|5|5|4|4|4|4|2021-10-13||2021 12626870000000|Northern Humboldt Union High|3|The district provides many opportunities for families to provide stakeholder feedback on school and district level plans through focus group meetings, surveys and LCAP stakeholder meetings. Intentionally communicating survey results through websites and social media has become a practice district wide. Moving forward, the district will be working closely with the school's Site Councils to help guide the district in writing district level plans such as the LCAP and parent and family engagement policies.|In our rural communities, the high schools are the center of community activities. The schools engage with the community and families via extra curricular activities regularly. The community participates on the schools' Site Councils and Parent Teacher Organizations. Back to School Nights are well attended by families. The LCAP Goal 2 actions for 2021-22 focus on the social and emotional behaviors of students. Part of the actions are to build systems at all levels of the district that create a safe, equitable and supportive community for every student and staff member. Community Circles will be part of the opening professional development in August to help teachers facilitate genuine, safe peer-to-peer conversations. Moving forward, the district will be working closely with the school's Site Councils to help guide the district in writing district level plans such as the LCAP and parent and family engagement policies.|Families are able to access student's grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. The District has a Differentiated Assistance plan which includes working with families on the students' four-year plans to help make them more relevant for students. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.|3|3|3|3|2|2|2|2|3|2|3|1|2021-06-15||2021 12626870107110|Six Rivers Charter High|3|Six Rivers provides many opportunities for families to provide stakeholder feedback on school and district levels through focus group meetings, surveys and LCAP stakeholder meetings. Intentionally communicating survey results through websites and social media has become a practice district wide. Through regular Parent Advisory Committee (PAC) meetings, site data is reviewed by the site council. These meetings take place monthly. The principal sends out email reminders. Members consist of parents, students, and staff. Stakeholders are regularly informed about how they can participate via emails, website posts, mailers home, social media, and text messages. Those parents that are on the PAC are highly engaged in the governance of the school. They are members for a 2 year term. Moving forward, Six Rivers will be working closely with the school's PAC to help guide the school in writing site-wide plans such as the LCAP and parent and family engagement policies.|Six Rivers’ effectiveness in providing a quality learning environment focused on caring, concern and high expectations for all students is evident in the school policies, programs and procedures that support student learning and opportunities. As such, Six Rivers offers several opportunities for families to be involved with the high school so that they are active partners in the learning/teaching process. These opportunities include the Parent Advisory Committee and the Pirate Parents. Six Rivers works hard to provide schoolwide community events to build a caring and respectful environment for students, staff, family members, and community. Such events, in a typical year, include the Back-to-School Community Potluck and Winter Feast. In addition, the board meetings and the Parent Advisory Committee enable local control from community to discuss issues regarding funding and programs in a forum that parents, community members, and staff can attend and participate in. The LCAP actions for 2021-22 focus on social/emotional behavior instruction for students. Part of the actions are to build relational capacity between staff and families as well as students. Part of the actions are to build systems at all levels of the district that create a safe, equitable and supportive community for every student and staff member. Community Circles will be part of the opening professional development in August to help teachers facilitate genuine, safe peer-to-peer conversations. School staff, teachers and administrators are learning to create more trauma-sensitive, safe, and supportive school environments. This includes reaching out to families to seek their feedback for improvement. Moving forward, our district will provide professional development regarding Tier 1 and Tier 2 supports, including trauma informed strategies. Goal 3 in the LCAP specifically addresses family and community engagement. Six Rivers already has a robust Social Media presence on Facebook and is looking to expand to other social media platforms as well.|Families are able to access student's grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. The District has a Differentiated Assistance plan which includes working with families on the students' four-year plans to help make them more relevant for students. At Six Rivers, the four-year plan has become part of the registration process, wichi supports the relevancy of the plan, as well as supporting students in coursewrok to help more students become A-G eligble upon graduation. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The Student Services department is expanding a list of resources for staff, families and student use. This list includes contact information of both on and off campus resources so students, families and staff can access services as needed.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 12626950000000|Big Lagoon Union Elementary|3|LCAP Goal 3 includes activities to elicit input from families of unduplicated pupils and underrepresented groups in the school community. The Parent-Teacher Organization will be revived in the 2021-2022 school year to support, in part, the collaborative efforts of families and school staff to create family engagement activities.|Based on the survey results, Big Lagoon is stronger at supporting student learning and development in the home than in supporting families to understand and exercise their legal rights. Efforts will be made to more clearly and consistently communicate about the Uniform Complaint Procedure, Special Education Procedural Safeguards, the Williams settlement and other compliance-oriented processes.|Based on survey responses, Big Lagoon is stronger at creating welcoming environments than in developing opportunities to engage in 2-way communication. Goal 3 in the 2021 - 2024 LCAP includes actions to coordinate parent engagement activities to better involve the parents of unduplicated pupils.|5|5|3|3|3|4|4|2|3|3|4|3|2021-06-22||2021 12627030000000|Blue Lake Union Elementary|3|Blue Lake Union Elementary School is a partnership of school, parents, businesses, and the community. Our mission is to prepare children for the future by establishing the knowledge and skills to achieve academic excellence, personal growth, and success with a safe and diverse environment. The District encourages and supports active parent/caregiver/family involvement in their child’s education. Blue Lake Union Elementary District seeks input from parents/guardians in a number of ways. Our school has a School Site Council/Advisory committee and an active PTO. Additional opportunities for input are available during conferences, family events, community dinners, and PTO meetings. We also seek input through surveys, such as CHKS and district created surveys. Formal input meetings include the SSC, LCAP advisory, and Board Meetings. We are continually, consistently, and routinely being reflective in our practice to ensure we have the greatest parent/family participation possible and to engage underrepresented families.|Parent - teacher conferences are scheduled after the first eight weeks of school, in the spring, and additional conferences are often scheduled to keep parents/caregivers informed. This year we held conferences using Zoom. This year, we did not send home information regarding CAASPP student assessment results due to the pandemic. However, we generally share the information during the conferences and include the website where parents can gain more information such as the Parents Guide to the SBAC Summative Assessments and the following link https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativepgtu.pdf Student Study Team (SST) meetings with parents are conducted throughout the school year to discuss specific needs of students. We accommodate parents’ disabilities by providing ADA compliant facilities and website. Although we do not have any migrant students, we have a practice of ensuring students and families feel welcome at our schools, receive information in their home language, are provided the opportunity to return to the classroom they started in if it is in the same school year and academic supports and materials. Staff are supported from HCOE through the EL Coordinator who is readily accessible if needed. Though Blue Lake Union Elementary School District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. We are consistently looking for opportunities to build partnerships for student outcomes. We have also added additional evening and cultural event goals to improve engagement of underrepresented families.|The Blue Lake Union Elementary School District LCAP includes the goal “Involve students, families, and the community in the decision-making process, educational programs, and school activities while ensuring school safety and connectedness.” In order to accomplish this goal, several actions/services are related to increased opportunities for all families and other stakeholders to participate in school activities. By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community including improving our engagement of underestimated families. Using information provided in the Family Engagement Framework listed on the CDE website, and with the assistance of parents, the district will devote at least one hour of PD before the start of the year to educate teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. Quarterly, principals will add Parent/Family Engagement to the staff meeting and School Site Council agendas to ensure there is effective Parent/Family engagement. Administrators continue to be accessible to all stakeholders. Teachers use a notification system, email, telephone calls, Class Dojo, Google Classroom and written communication on an ongoing basis to keep families well-informed of their child’s academic, behavior, and social progress. Our TK – 4th grade classes send home a weekly newsletter and our 5th – 8th send newsletters home with weekly progress reports to keep families informed via email and paper copies. Our District websites, along with Facebook page post announcements of upcoming events as well as pictures of events that recently occurred. Annually we survey parents and other stakeholders to determine the preferred method of communication so we can be sure are meeting the parents’ needs. The district held LCAP stakeholder input meetings during Board Meetings, School Site Council, and LCAP Advisory Meetings using Zoom. The annual Stakeholder Survey was provided online. We share information with parents via mass notification, email, texts, the website and other written publication that include Common Core State Standards Resources for Parents and Guardian including links to information such as, https://www.cde.ca.gov/Re/cc/ccssresourcesparents.asp|5|5|5|5|4|4|5|5|5|5|5|5|2021-06-23||2021 12627290000000|Bridgeville Elementary|3|Administrator will work with parents and staff to ensure that parent input on LCAP planning and progress reporting and other school priorities is collected and analyzed.|Promote ongoing and open communication among stakeholders using mailings, phone and texts, school website and in-person meetings. Administrator and staff will develop plans to increase participation of parent/guardians, including parents of students with disabilities and parents of unduplicated pupils, in school events and in classrooms.|Improve parent and community involvement in such activities as volunteering in classrooms, attending school events and meetings, and contributing to school planning and decision making opportunities. Due to the large rural geographic location of the district, family involvement at school has historically been limited. COVID restrictions further isolated many. The district recognizes the value of parent engagement in their children’s education and will promote utilizing increased phone and tech-based methods of communication to improve participation.|3|4|3|3|3|4|5|3|3|3|3|3|2021-06-29||2021 12627370000000|Cuddeback Union Elementary|3|Cuddeback Union Elementary School District seeks input from parents/guardians in a number of ways. The school invites decision-making input from stakeholders through the Parent Advisory Committee. Additional opportunities for input are available during intake meetings, online surveys, and family events. Additional formal input meetings, including LCAP advisory meetings and monthly Board of Trustees meetings, are scheduled throughout the school year.|The district has a history of engaging and successful parent-teacher communication. The LEA holds parent conferences twice a year to discuss student progress and learning opportunities. We provide a flexible conference schedule and translation services to families in need of those to eliminate barriers and increase engagement. The school operates an extensive after school program that supports classroom learning, and teachers provide 1:1 and small group academic support then as well. There is ample opportunity and funding to support professional development for teachers and staff in this area as well.|Cuddeback Union Elementary School District utilizes many opportunities throughout the school year to engage with families. Back to School Night, parent conferences, an active Parent Teacher Organization, community holiday events and class fundraisers, Open House and an open door policy with the administration are many of the ways we build relationships with our families. Classroom teachers send out regular newsletters, maintain class webpages and social media pages. l opportunities for input are available during intake meetings, online surveys, and family events. The school offers discreet and confidential financial waivers of most costs associated with fundraiser dinners, holiday programs and such to families and students in need to eliminate that barrier to engagement.|5|4|5|5|4|4|5|3|4|4|4|4|2021-06-23||2021 12627450000000|Cutten Elementary|3|The Cutten District seeks input from stakeholders in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, four TK/Kindergarten Orientations, and a third grade Orientation event. An LCAP parent input meeting occurs each year in the spring. Our school social workers reach out to underrepresented families to personally invite them to parent and family events and meetings.|The Cutten District recognizes the need to partner with families to maximize student outcomes and is committed to retaining the services of two school social workers. Constant interaction with teachers and families helps achieve the social work program goal – to lessen or to remove barriers to learning. The social workers foster beneficial connections between district staff, parents and community services. Present at class study meetings and student placement meetings for the upcoming year, the social workers apply their training, experience, and knowledge of every student and their families to ensure balanced classrooms, and equitable support services allocation. They provide support and training for staff to improve capacity to partner with families. Their services are invaluable for connecting all parents to the school, treating all with fairness, recognizing and appreciating their unique needs. The responsibility for children’s educational development is a collaborative partnership between the school and home. Parents are provided with documentation of their rights at the beginning of each school year and are encouraged to advocate for their children. Teachers begin each school year establishing connections quickly. The District subscribes to Remind to allow for two-way communication between home and school via text message and email. Additional scheduled communication with parents occurs at Back to School Night, parent-teacher conferences, and Open House. We also conduct Student Study Team meetings and IEP meetings as necessary. Both schools communicate with families via a weekly newsletter. Regular communication is a priority and is imperative to best support student learning. The Cutten District implemented an innovative model for increasing communication early in the school year. This model involves conducting parent-teacher interviews during the first few weeks of school. These interviews are essential for learning about students - their strengths, learning habits, preferences, etc. Student needs are identified and academic, behavior, and/or social goals are set for the year.|Cutten and Ridgewood Schools enjoy and nurture an open, respectful, and highly beneficial relationship with parents. A hallmark of our educational success is the extremely high parent and community participation in all aspects of the school program. Due to the Covid-19 pandemic, public safety rules have restricted visitors, including parents, from entering our campuses this school year. This restriction has eliminated the opportunity for parents to participate in classroom activities, and volunteering in classrooms. Most importantly, it has interfered with the regular routines and strategies successfully employed in the past to engage parents. With the easing of Covid-19 restrictions, we look forward to welcoming and encouraging parents and families back to our campuses. The following details our concerted efforts to reach parents in a multitude of ways during a regular school year. We extend an open invitation to parents to visit both school sites. Parents of incoming kindergarten students attend four orientation events prior to the first year of school. By the first day of school, we know our new students and they know us. The transition from Ridgewood School second grade to Cutten School third grade is eased through many opportunities to visit the Cutten site, a student and parent orientation evening, and an open invitation to parents to visit Cutten School as often as they desire. Parents feel at ease and supported. Every class has nearly 100% attendance at parent and teacher conferences, and the annual Back to School Night and Open House Night attendance rate is about 80%. So that parents, students, and teachers feel comfortable working together, a trusting relationship is necessary. Teachers and administrators establish an environment where parents feel welcome and valued, resulting in increased direct instruction for children. As their children move through the grade levels, parent volunteers are an extremely important part of academics. Teachers rely upon them to provide small group instruction. Families are invited to attend our school assemblies and on-site events and celebrations. Parents and students are greeted in the morning by the principal as they enter the school campuses, and all staff at both sites foster a warm camaraderie, leaving their classroom and office doors open before, during, and after school. We will continue to promote parental participation in a variety of ways and will encourage parent classroom volunteers, participation at school events, and attendance at parent teacher conferences. We will continue to promote increased parent participation and will implement some suggestions offered by parents in the parent and staff surveys, including encouraging parents to contribute to cultural and career events. Though Cutten District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and meetings.|5|5|4|5|4|4|5|4|4|4|4|5|2021-06-14||2021 12628100000000|Fortuna Union High|3|The Fortuna Union High School District has been creating more opportunities for families to participate in the decision making progress: more specific stakeholder groups (DELAC, CTE, SUN, DAC, etc), board meetings via Zoom, upgrading our communication systems, etc. We need to continue to increase the input from stakeholders in our decision making through creating more ways to garner input through various means.|The Fortuna Union High School District has given each parent the ability to stay informed on their child's progress and connectivity to educators via our student information system (Aeries). We employ bilingual aides and services to assist with language barriers. Our district holds various parent groups for involvement and input from our stakeholders. Our district, like all districts, will continue to improve. Some of the areas for improvement are having multiple forms of communication available for each preferred communication preference and creating more groups to target certain populations.|The Fortuna Union High School District has given each parent the ability to stay informed on their child's progress and connectivity to educators via our student information system (Aeries). We employ bilingual aides and services to assist with language barriers. Our district holds various parent groups for involvement and input from our stakeholders. Our district, like all districts, will continue to improve. Some of the areas for improvement are having multiple forms of communication available for each preferred communication preference and creating more groups to target certain populations.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-13||2021 12628280000000|Freshwater Elementary|3|Freshwater School District seeks input from parents/guardians in several ways. The School Site Council serves as the district’s LCAP Advisory Committee and works to collect stakeholder data. In the 2019-20 school year, no CHKS parent data was gathered due to our school closure. Parent surveys sent in 2020-21 focused on access to technology and meals, distance learning, and reopening campus. Additional parent input was received through public stakeholder meetings, emails, and phone calls. Ongoing parent input will be gathered during the 2021-2022 school year.|The District LCAP includes the goal: Maintain and/or improve high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment, where students attend and are connected to their school. To accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. We will continue to promote the opportunities and events that our parents can get involved with and will continue to solicit feedback via surveys and stakeholder meetings. By focusing on formal and informal meeting opportunities, we will create an environment that allows for full participation in the Freshwater School community.|Freshwater School District will promote parental participation in a variety of ways. The District will encourage parent volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, parent participation in fund raising efforts, and parental involvement in our School Site Council, Community Club, and the Freshwater Educational Foundation. Though Freshwater School District has only a small number of English Learners, we will continue to provide support services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. Progress will be measured by tracking attendance at Back-to-School Night and Parent Teacher Conferences, tracking participation in stakeholder meetings, tracking survey responses, and monitoring whether or not fund-raising goals are met. Prior to COVID-19, high levels of parent involvement were enjoyed by our school. The goal for the 2020-2021 school year is to return to our prior level of parent involvement.|4|4|3|4|4|4|4|4|4|4|4|4|2021-06-14||2021 12628286116289|Freshwater Charter Middle|3|The District LCAP includes the goal: Maintain and/or improve high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment, where students attend and are connected to their school. To accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. We will continue to promote the opportunities and events that our parents can get involved with and will continue to solicit feedback via surveys and stakeholder meetings. By focusing on formal and informal meeting opportunities, we will create an environment that allows for full participation in the Freshwater School community.|Freshwater School District will promote parental participation in a variety of ways. The District will encourage parent volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, parent participation in fund raising efforts, and parental involvement in our School Site Council, Community Club, and the Freshwater Educational Foundation. Though Freshwater School District has only a small number of English Learners, we will continue to provide support services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. Progress will be measured by tracking attendance at Back-to-School Night and Parent Teacher Conferences, tracking participation in stakeholder meetings, tracking survey responses, and monitoring whether or not fund-raising goals are met. Prior to COVID-19, high levels of parent involvement were enjoyed by our school. The goal for the 2020-2021 school year is to return to our prior level of parent involvement.|Freshwater School District seeks input from parents/guardians in several ways. The School Site Council serves as the district’s LCAP Advisory Committee and works to collect stakeholder data. In the 2019-20 school year, no CHKS parent data was gathered due to our school closure. Parent surveys sent in 2020-21 focused on access to technology and meals, distance learning, and reopening campus. Additional parent input was received through public stakeholder meetings, emails, and phone calls. Ongoing parent input will be gathered during the 2021-2022 school year.|4|4|3|4|3|4|4|4|4|4|4|4|2021-06-14||2021 12628360000000|Garfield Elementary|3|Garfield School District will continue to work diligently to partner with families, including underrepresented families, to effectively engage families in decision making by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, Parent conferences, Parent newsletters and individual outreach.|Garfield Continues to explore additional ways that we learn about each family's strengths, culture, language and goals for their children. This will be a focus area for Garfield's Local Control Accountability Plan.|Garfield School District will continue to work diligently to partner with families, including underrepresented families, to support student outcomes by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.|5|4|5|5|4|4|5|5|5|4|5|4|2021-10-20||2021 12628510000000|Green Point Elementary|3|Green Point School District often has fewer than 12 students and just 5-6 families. Historically, it has been very challenging to get participation in advisory groups or meetings where decisions are being made.|Green Point School District has staff with less than ten employees. The district offers professional development but is working to improve the capacity of the school to work more closely with families. Our very rural district and the ability for families to visit the school to meet with teachers is limited. Trying to work together with families and helping them advocate for their students is sometimes limited to phone calls, Zoom meetings (if internet is available), or home visits.|Green Point School District offers a welcoming environment and the staff has a good relationship with the families that attend the school. The rural location and the dispersed location of families and staff in the community make it difficult to connect. The restrictions due to COVID has made it more difficult to hold events at the school. Families have limited access to reliable internet which makes 2-way communication challenging at times.|4|5|2|2|2|2|2|2|1|1|1|1|2021-06-03||2021 12628850000000|Hydesville Elementary|3|Hydesville Elementary school district seeks input from parents/guardians in a number of ways. HESD has a school site council, LCAP community input events, a Parent Group, and a booster club which will meet formally throughout the 2022/21 school year. Additional opportunities for input are available during board meetings and family events. HESD also looks for input through the use of online surveys. During the ongoing pandemic, most opportunities for feedback were through virtual means and events.|Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc. Unfortunately, due to the pandemic, we were unable to encourage in-person participation in the usual manner. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education.|While in person participation was not close to the usual levels due to the pandemic, the district continued to see high participation via digital means. We are continuing to promote participation in an effort to continue increases in all areas of student education.|3|3|3|3|3|3|4|3|3|3|3|3|2021-06-15||2021 12628930000000|Jacoby Creek Elementary|3|The District LCAP includes the goal: JCS will be a safe, healthy, and inclusive environment for learning. In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. Our LCAP Advisory Committee is dedicated to soliciting both qualitative and quantitative data from our stakeholders. For this reason, we will annually survey the families and offer focus group meetings. By focusing on formal and informal meeting opportunities, we will create an environment that allows for full participation in the school community.|The Jacoby Creek School District will promote parental participation in a variety of ways. The District will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, and parent participation in fund raising efforts, and parental involvement in our PTO, School Site Council, Jacoby Creek Children’s Education Foundation, and Athletics Committee. Though Jacoby Creek School District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. Progress will be measured by tracking attendance at Back to School Night and Parent Teacher Conferences, tracking Focus Group attendance, tracking survey responses, and monitoring whether or not fund raising goals are met. High levels of parent involvement are currently enjoyed by the school. The goal for the 2019-2020 school year is to maintain the current levels of involvement.|The Jacoby Creek School District seeks input from parents/guardians in a number of ways. The School Site Council serves as the district’s LCAP Advisory Committee and works to collect stakeholder data. In the 2020-2021 school year, two focus group meetings were held to solicit parent input surrounding LCAP goals. A survey was also sent to parents. Additional formal input meetings, including LCAP advisory meetings, will be scheduled during the 2021-2022 school year.|4|4|3|4|4|4|5|3|5|5|3|5|2021-06-07||2021 12629010000000|Klamath-Trinity Joint Unified|3|Forty percent of families reported that the school actively seeks the input of parents; 56% reported that they disagree or don't know if the school actively seeks the input of parents. A focus area for improvement is to increase the communication between our district and the community and have the school decision making process be more inviting. We look forward to resuming in-person meetings which we hope will be more accessible to all families.|Families report that they are encouraged to be active partners with the school in educating children. A focus area for improvement is to offer more opportunities for families to offer input through in-person listening sessions.|Families report positively about the supportive relationships that they have with staff. Our district has provided multiple avenues of communication, and has received feedback that these efforts need to be expanded. A focus area for improvement is to develop a system of communication that reaches and engages all families.|3|3|1|1|1|2|2|1|2|1|1|1|2021-06-30||2021 12629190000000|Kneeland Elementary|3|The LEA is a small, rural school with a small student body. Therefore, participation in decision-making groups such as the site council and the board are relatively limited. The LEA sends invitations to all meetings for the site council and the board, including virtual meeting rooms to participate without risking COVID exposures. The LEA inquires frequently for community, family, staff, and parent feedback to bring to the decision making bodies to maintain the LEA's mission and goals for exemplary student successes in academics and social responsibilities.|For the 2020-2021 and the 2021-2022 school years, the LEA has provided supports and resources through digital programs such as Zoom due to the pandemic guidelines minimizing person-to-person contacts. As the pandemic begins to wane, the in-person supports will be strengthened and increased to provide parents/families sustainable, fully implemented resources and supports to increase successes for learning and development in the home.|As COVID 19 permits, the school will encourage more volunteerism from parents and families. The LEA is currently limited in it's abilities to interact with families in person, but has a history of extensive family and community involvement. The school sends digital and hard copy surveys to families for feedback and input twice annually with intermittent surveys distributed on an event-by-event basis. The LEA has 95% parent/family participation in at least one school activity, in parent/teacher conferences, and in auxiliary organizations such as PTO.|5|4|5|5|5|4|4|5|4|4|5|4|2021-10-04||2021 12629270000000|Loleta Union Elementary|3|Please see response above.|Please see response above.|The diverse stakeholders that need to participate in our self reflection process are made up of families which live in both reservations that are within couple of miles of the school and is composed of local families within the town itself as well as our populations that live out in the dairy lands near the school. We are around 81% native American, 30% Hispanic mix with Native American and 30% Spanish speaking. We work to have translation available for our written outreach and our meetings. We have three outreach groups that we solicit participation in from all these groups: one is our stakeholder advisory committee; second is our English language acquisition committee and third our Indian Education advisory committee. By having families participate in these three groups we are able to give a voice to our community and understand issues that our school needs to address in the LCAP. We also report out to our Native American Tribal Councils regularly. We’ve done very well in changing the school to make it more welcoming and kind as people have reported to us. At this point our students have acknowledged through personal responses that 100% of those polled feel that there is some adult on campus with whom they can speak personally and have a very close relationship. 95% reported they felt welcome and safe at school. Parent perception is challenging. Our California healthy kid survey over 35% felt their students were safe on campus and 33% of our adult families didn’t feel supported by our school. This is an area that we have to work on in terms of communication and support of our families. We’ve hired many more people to provide wraparound services for our unduplicated at risk students and special ed families especially. We have also decreased the ratio of adults to children in the school so we are currently at 3 to 1 as in three children for one adult so that academics can be focused on in the classroom behaviors can be worked out and there should be a feeling of sustainability and focus on why were in school. Our staff works at restorative behaviors in dealing out discipline.We will improve the engagement of under represented families by partnering with the Loleta Community Resource Center and having community events more frequently; we send home newsletters every month we have all calls available to all families and each teacher is focusing on how best to interact with each of their families and their classrooms hoping to bring about more engagement of our underrepresented families. Any student who is absent gets a call home or a visit to find out how we can help them access school. All students have chromebooks and access to the Internet. Monitoring use and sending assistance to our unduplicated and Special needs populations are the focus of our newly instituted student support team.|3|3|3|3|3|3|3|4|3|4|3|3|2021-09-09||2021 12629350000000|Maple Creek Elementary|3|100% of parents participated in the education process in one or more ways during the school year. Parent feedback states that communication is a strength. Maple Creek will continue to strive to maintain this 100% percent parent participation as well as increase communication to families with children who are under 5 and not currently attending school. LCAP Goal 3, Metric 3: 100% of parents will participate in one or more of the following ways: events, surveys, volunteering in the classroom, parent conferences, School Board, School Site Council, Fundraising Committee. 100% of parents/guardians will be informed of the importance of attendance and will be invited to find solutions. The school will utilize the newsletter; meetings; events; letters; phone calls; emails; text; Facebook posts, and/or virtual meetings to express the importance of attendance.|The LEA provides weekly information and resource contacts to parents. The LEA assists parents when outside resources are needed. The rural location makes accessing resources challenging. The LEA will provide Internet access for families to increase their ability to connect with needed resources.|100% of parents participated in the education process in one or more ways during the school year. Parent feedback states that communication is a strength. Maple Creek will continue to strive to maintain this 100% percent parent participation as well as increase communication to families with children who are under 5 and not currently attending school. LCAP Goal 3, Metric 3: 100% of parents will participate in one or more of the following ways: events, surveys, volunteering in the classroom, parent conferences, School Board, School Site Council, Fundraising Committee. 100% of parents/guardians will be informed of the importance of attendance and will be invited to find solutions. The school will utilize the newsletter; meetings; events; letters; phone calls; emails; text; Facebook posts, and/or virtual meetings to express the importance of attendance.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-09||2021 12629500000000|McKinleyville Union Elementary|3|MUSD has employed several school-to-home communication devices such as Edlio-Engage, Blackboard and Remind. We continue to explore efficient mechanisms for keeping our families and school community apprised of important information and opportunities for input and decision-making. MUSD has employed a Spanish speaking English Language Learner lead who will be able to ensure we are able to more effectiely and appropriately maintian positive communication with families of English Learners. These communication mechanisms allow us the opportunity to communiate by call, text and email. We hae deployed specific saff such as our Director of Student Support Services, our Student Support Coordinator and psychology tehnicians to conduct follow-up phone calls and home visits to our underrepresented youth who are in need of attendance, food, transportation and/or social-emotional supports.|MUSD prides itself on being responsive to family input and expressed needs. We meet the specific responsibilities outlined in students Indiidual Education Plan, 504 plans and more. We encourage regular family communication and engagement through a variety of mechanisms. Board policies are available via our website. Site administrators consult with families when questions or concerns arise to ensure families hae the information and support they need. We hae ollaboratie relationships with the Priority Care Center and Indian Education and will outreach to them for additional supports when needed/requested.|"MUSD has faciliated several trainings in the areas of diversity, equity and inclusion. Further, stakehold input relative to our newly deeloped and adopted Strtategic Plan has ""relationships"" as a central theme and priority. Despite the challenges associated with COVID-19 and physical distancing, MUSD has made significant efforts to maintain positive and collaboratie working relationships with stduents, families and community."|4|4|4|4|3|4|4|4|4|3|3|4|2021-10-06||2021 12629680000000|Orick Elementary|3|With less than 25 students it is common to have contact with all parents during any given week. We are proud of this communication strength. The use of bulk text messaging has increased communication as well. All families provide input on policies and programs through surveys. This has occurred most frequently at school sponsored events. We have included an LCAP goal to continue working on improving our website for families to access important information.|Orick has a tradition of hosting Community Dinners and Events. These are well attended by all families. They include Back to School Night, Academic Focus Nights, Game Nights, and Performing Arts. It is at these events, when families are engaged and two way information is gained about improving student outcomes and resources and support available for families. We have 95% participation for parent teacher conferences and aim to improve that to 100%. Our new LCAP has an action to increase parent awareness to support student achievement, to this end we will increase our progress reporting to every 6 weeks.|Orick has a tradition of hosting Community Dinners and Events. These are well attended by all families. They include Back to School Night, Academic Focus Nights, Game Nights, and Performing Arts. It is at these events, when families are engaged and two way information is gained about improving student outcomes and resources and support available for families. We have 95% participation for parent teacher conferences and aim to improve that to 100%. Our new LCAP has an action to increase parent awareness to support student achievement, to this end we will increase our progress reporting to every 6 weeks.|5|4|4|5|2|3|4|4|4|5|5|5|2021-09-09||2021 12629760000000|Pacific Union Elementary|3|"Surveys were developed with input form Site Council in order to asses parent/guardian involvement and engagement in the school community and how actively involved they felt in the decision making process. Overall there was high praise for how the PUSD handled the pandemic and appreciative of the ongoing communication. The most common comment was how proud people are to be a part of a school community that ""truly feels like a family."" A common theme for improvement/need is math support, more enrichment/elective opportunities, and to update the student restrooms. Parents of students with disabilities report that they do feel that they are part of the decision making process and that their input is valued. A goal was written in the LCAP to increase participation in community engagement surveys."|As part of the stakeholder engagement process, the district reached out to staff, families, and community members in the following ways: -School Site Council Meetings -School Board Meetings with opportunity ofr comment from parents/guardians and community members -Parent-Teacher Conferences -Weekly Support Services Team Meetings -Collaboration Meetings, Student Study Team, IEP, and 504 Meetings (at a minimum, held annually for each student receiving services) -Parent/guardian surveys throughout the school year 196 Annual Community Engagement Surveys were completed. The district would like to see more participation in this survey and wrote a goal into the LCAP to increase participation.|"Surveys were developed with input form Site Council in order to asses parent/guardian involvement and engagement in the school community and how actively involved they felt in the decision making process. Overall there was high praise for how the PUSD handled the pandemic and appreciative of the ongoing communication. The most common comment was how proud people are to be a part of a school community that ""truly feels like a family."" A common theme for improvement/need is math support, more enrichment/elective opportunities, and to update the student restrooms. Parents of students with disabilities report that they do feel that they are part of the decision making process and that their input is valued."|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 12629760115154|Trillium Charter|3|Parent/family participation is a cornerstone of Trillium's program: our steering committee is comprised of current and former family members who guide all program and school operations. Online parent surveys are distributed throughout the school year and have been instrumental in guiding our school through Distance Learning, COVID related program modifications, identifying the needs of our students, and a successful in-person school reopening. We have had 95%+ family responses to online surveys and were able to obtain feedback from those with limited online access through in-person or phone responses.|Trillium's staff has positive working relationships with all of our families. We have 100% participation in annual parent-teacher conferences and families are informed of methods to communicate with their child's teacher and school administration that can be accessed by phone, cell phone, computer.|Trillium Charter School's staff maintains daily contact with families using multiple channels: ParentSquare online interface for school announcements, sign-ups, volunteer opportunities, field trip coordination, calendar updates, and individual or group private messaging, Google classroom for student assignments, in-person delivery of forms and information during check-in and pick-up, and take-home information packets.|5|5|5|5|3|4|5|4|5|5|5|5|2021-10-15||2021 12629840000000|Peninsula Union|3|This is an area of strength in our district. We maintain communications with families in a variety of ways to ensure the maximum level of engagement possible.|Our district has strong communication lines with our families and we are highly responsive in these communications.|Our district is proactive about communicating with each family in the way that best meets that families communication needs. We post information on our website, email communications, and text regarding matters frequently, in addition to making direct phone calls when needed and having in person or zoom conversations with families.|4|4|4|4|4|4|5|4|4|5|5|5|2021-09-14||2021 12630080000000|Rio Dell Elementary|3|Through the use of technology the District has been able to create more opportunities for families to participate in the decision making. Board meeting were held through Zoom in the 2020-2021 school year, family input surveys were sent home in a Google Form as well as a paper version, and parent engagement meetings were held. We need to continue to engage stakeholders and provide opportunities for engagement. We also need to find more ways to gather input as the percentage of the overall population. can be improved.|The Rio Dell Elementary School has given each family the ability to stay informed on their child's progress and communicate with teachers and other school staff through our student information system (Schoolwise) as well as through District Class Dojo. We employ a bilingual aide and additional services to assist with language barriers. It is a challenge of the district to involve families. While many families understand they can volunteer and be involved in parent groups at school it is a challenge to get a follow through on the commitment. Our district will continue to look at areas of improvement as well as outreach and we will continue to improve on multiple modes of communication with families to target specific populations within the school.|The Rio Dell Elementary School has given each family the ability to stay informed on their child's progress and communicate with teachers and other school staff through our student information system (Schoolwise) as well as through District Class Dojo. We employ a bilingual aide and additional services to assist with language barriers. It is a challenge of the district to involve families. While many families understand they can volunteer and be involved in parent groups at school it is a challenge to get a follow through on the commitment. Our district will continue to look at areas of improvement and we will continue to improve on multiple modes of communication with families.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-14||2021 12630240000000|Scotia Union Elementary|3|The Scotia Union School District seeks input from parents/guardians in a number of ways. Stanwood A. Murphy Elementary School has a School Site Council and Parent Teacher Organization which both allow for opportunities for regular parent and public input. Notes and automated phone messages, as well as text messages and emails, are sent out regularly to families to inform them of upcoming opportunities for participation and input. Additional opportunities for input are available during parent teacher conferences and the large number of annual family events. Additional formal input meetings, including LCAP advisory meetings, are scheduled during the 2021-2022 school year in order to increase parent input opportunities.|"The Scotia Union School District provides a welcoming environment for families and community members. On the annual stakeholder survey, 90% of parent responses agreed with the statement ""I feel welcome at Scotia School."" The staff of Scotia School attend multiple school events in order to build relationships with the school's families. Regular staff meetings are held to discuss relationship building. The school provides interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. An area the District is focusing on for improvement is an increase in staff training encouraging greater understanding of family strengths and cultures, as well as strategies to increase the percent of families who find the school a welcoming place."|The Scotia Union School District promotes parental participation in a variety of ways. The District encourages parent classroom volunteers, parent participation at school events, and parent attendance at parent teacher conferences, Student Study Team meetings, Parent Teacher Organization meetings, Site Council meetings, School Attendance Review Team meetings, School Climate Committee meetings, and IEP meetings. The District continues to focus on student social emotional growth and development for the 2021-2022 school year, and will continue to improve engagement of underrepresented families by providing professional development for staff on how to promote parent participation in their child's educational experience. Though the Scotia Union School District has only a small number of English Learners, the District will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.|5|5|5|5|4|4|5|4|4|4|4|4|2021-06-24||2021 12630320000000|South Bay Union Elementary|3|South Bay School District took a big step forward this school year by establishing an Equity Coalition whose purpose is to ensure our school district systems support equity and access for all students, especially those scholars from underrepresented families. The Equity Coalition makes policy and procedural recommendations to the school board. Next year, our efforts will be bolstered by holding listening sessions for our underserved scholars and their families, providing an opportunity for sharing and listening.|South Bay School District is deeply committed to equity and inclusion. Moving forward, the District will engage in sustained Multi-Tiered Systems of Supports (MTSS) professional development. The School-Wide Leadership Team on each campus will be responsible for monitoring and making recommendations that focus specifically on equity and access for all students - from scholars with disabilities to gifted and talented scholars. Upcoming efforts will be supported by HCOE, Humboldt-Del Norte SELPA, and 21st Century School Climate Grant, the Success for All Foundation, the Knowledge Works Foundation, and Turnaround Arts CA.|South Bay School District will continue to reach out to stakeholders in multiple formats while also providing translation services as needed. The District will continue to engage our underrepresented families by holding a listening session for our families of color to better understand their experience, allowing the District to respond to the needs of all our customers in a timely and culturally responsive manner.|4|4|3|4|3|4|4|3|4|3|3|3|2021-09-14||2021 12630320111203|Alder Grove Charter School 2|3|Alder Grove Charter School seeks input from families in a number of ways. Our school has a Leadership Team that includes family involvement and input on local decisions. Our Governance Council is also currently made up of former or current Alder Grove parents. Additional opportunities for input are available by submitting surveys, open communication with the Director, a suggestion box, and during regular weekend and virtual training workshops and other family events. An LCAP information session has been offered at many of these weekend and virtual trainings. Additional formal input meetings, including an LCAP advisory meeting, will be scheduled during the 21-22 school year.|Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children. AGCS offers regular weekend and virtual training workshops and other family events addressing a variety of interests and subjects chosen to learning and development in the home. Teachers meet with students and families either weekly or semi-weekly to assess progress, assign work, and discuss student progress. Because of the nature of our school, the family is very involved in each student's education.|Alder Grove Charter School is a personalized learning school based on parent choice, and will continue to promote family participation in a variety of ways. The school encourages family participation in all events, field trips, curriculum choices, parent attendance at weekly or semi-weekly meetings with teachers, and advertising Leadership Team and Governance Council meeting times for family input. Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-12||2021 12630320124289|South Bay Charter|3|South Bay School District took a big step forward this school year by establishing an Equity Coalition whose purpose is to ensure our school district systems support equity and access for all students, especially those scholars from underrepresented families. The Equity Coalition makes policy and procedural recommendations to the school board. Next year, our efforts will be bolstered by holding listening sessions for our underserved scholars and their families, providing an opportunity for sharing and listening.|South Bay School District is deeply committed to equity and inclusion. Moving forward, the District will engage in sustained Multi-Tiered Systems of Supports (MTSS) professional development. The School-Wide Leadership Team on each campus will be responsible for monitoring and making recommendations that focus specifically on equity and access for all students - from scholars with disabilities to gifted and talented scholars. Upcoming efforts will be supported by HCOE, Humboldt-Del Norte SELPA, and 21st Century School Climate Grant, the Success for All Foundation, the Knowledge Works Foundation, and Turnaround Arts CA.|South Bay School District will continue to reach out to stakeholders in multiple formats while also providing translation services as needed. The District will continue to engage our underrepresented families by holding a listening session for our families of color to better understand their experience, allowing the District to respond to the needs of all our customers in a timely and culturally responsive manner.|4|5|5|5|4|4|4|3|3|4|4|4|2021-06-23||2021 12630400000000|Southern Humboldt Joint Unified|3|It is critically important in public schools that the stakeholders' voices are included in decision-making. This has been a difficult year due to the inability to meet in person; at the same time the community has teleconferencing experience now (e.g. Zoom meetings) that have brought in many participants who may not have participated in the past. This experience may make future stakeholder meetings easier to attend for our geographically wide-spread school district, so that there can be better inclusion for some who live far from the population centers off Garberville and Redway. To bring in more of our English learner families, more translation of invitations, interpretation of all-calls and interpretation at the events is planned. In addition at events and meetings particularly for EL families stakeholder input can be gathered.|"Some strengths in the area of professional learning are our history of professional development for curriculum adoptions. With staff turnover the district needs to develop onboarding processes for new teachers who have not already attending trainings on our adopted curricula. In the coming years, our focus will be on developing PBIS/MTSS at all of our schools, with an emphasis on bringing families, students, and staff together to develop ""buy-in"" on the supportive responses to challenging behaviors. To bring in more of our English learner families, more translation of communications home, interpretation of all-calls and interpretation at the events is planned."|Back to School Nights and Open Houses are well attended at all of our schools. Parent/Teacher conferences are also a strength at our elementary schools. One area of improvement will be attendance at high school and junior high level; the geographical hurdles are high for many families to come to events at the junior high and high school. Zoom meetings were a way to bring parents to conference with teachers and attend Back To School type meetings during pandemic school closures in 2020. Video conferencing is a potential way to increase parent involvement. Identified under-represented families at the junior high and high school have been recipients of Chromebooks to facilitate learning and engagement for those families. To bring in more of our English learner families, more translation of invitations, interpretation of all-calls and interpretation at engaging activities and events is a focus for improvement. In addition at events and meetings particularly for EL families stakeholder input can be gathered.|2|2|2|2|2|2|2|2|2|2|2|2|2021-06-29||2021 12630570000000|Trinidad Union Elementary|3|As part of the stakeholder engagement process for the LCAP, the district reached out to staff, families, and community members in the following ways: + Monthly School Site Council Meetings, involving teachers, parents, and students + Monthly School Board Meetings with opportunity for comment from parents and community members + Twice Monthly Staff Meetings + Parent-Teacher Conferences in August, October, and March + Monthly Grade Level Meetings + Weekly Support Service Team Meetings + Student Study Team, IEP, and 504 Meetings - at a minimum, held annually for each student receiving services. + Parent surveys throughout the summer, mid trimester for distance learning, in February during in person learning Parents of students with disabilities report that they do feel that they are part of the decision making process, and that their input is valued. The District can improve its communication with families in regards to how to be involved as a volunteer, either through classroom support or through joining an organization such as the Parent-Teacher Organization, Trinidad School Educational Foundation, or Site Council. Currently, 80% of families report knowing how to get involved in the decision making process.|An average of 90% of families were aware or somewhat aware of the extracurricular programs on campus. Those who were not indicated this was primarily due to the fact that they were new to the District or that they were not aware of any programs happening this year due to COVID. One parent said, “my daughter and I feel very fortunate to have been part of the Trinidad School community from grade 2 thru 8. The physical space at the school, playground, cafeteria, music, arts, gardening, extra curricular, sports, After School -- all of it -- has been a great experience.” One area for growth is school-home communication. The majority of families said that they receive enough regular communication to know what is happening on campus via teacher emails, Friday newsletters, and text messages, but there are two areas the District can improve. Families expressed that they would like to have a parent portal or phone-based app to communicate with the school and to check in on their childrens’ progress.|"Surveys were developed by the PBIS Team and the Site council in order to assess parent involvement and engagement in the school community and how actively involved they felt in the decision making process. The survey questions were directly related to Trinidad USD’s LCAP Goals. Stakeholders saw Trinidad School as both a physical and cultural hub in our small town. They value the fact that it is one of the largest social components of the community, and that it serves as “a catalyst for community events"" through fundraisers and other events held on the campus. When asked what they liked most about the school, families said they valued the sense of community on campus. Several highlighted the feeling of being part of a school family. The District will continue to reach out to underrepresented families through personal connections, phone calls and texts home, and providing child care for on-campus meetings during the evening. The District will also continue to have a Zoom option for those families who are unable to attend in person."|5|4|5|5|4|5|5|5|5|4|4|4|2021-06-10||2021 12753740000000|Ferndale Unified|3|The current strengths include outreach for and participation in committees and input sessions both formal and informal (ELAC, Site Council, LCAP input sessions, Board meetings, Teacher and Staff meetings, SSTs, IEPs, 504s, High School annual academic counseling appointments, Back to School Nights, Open Houses and Parent Teacher Conferences). A focus areas for improvement is increased outreach that would result in more attendance at input sessions and on committees. Some tools we can use for this are personal outreach, district and school Apps and One Call Now messages, newspaper postings, website and app outreach as well as school marquees and newsletters.|The current strengths include nearly 100% attendance at school events (Back to School Night, Open House, Parent Teacher Conferences, Athletic events, FFA Events, Performances, Multicultural Festival, etc.). Another strength is the full implementation of PBIS and the Mindfulness Curriculum. Additionally, the use of interpreters and SELPA reps has been very helpful to parents in encouraging their participation. Another area of strength is the work that has been recently done to increase communication received in the home through district and school apps, the school webpages, the all call system, handouts and newsletters. An area for focus is the continued use of translated materials and expanding the use of translation into home languages (primarily Spanish speaking families).|The current strengths include newsletters, Back to School Night, Parent Teacher Conferences twice a year, and administrators with open door policies and outreach to families and students. Our small schools allow for all teachers, counselors, administrators and other staff to know all of the students well and constant communication with parents is possible. A continued focus area for improvement is to increase the knowledge of outside resources available to support students and their families when necessary. Most of this current outreach includes programs through our County Office of Education and local Family Resource Centers.|5|5|3|5|5|4|5|5|5|5|5|3|2021-06-22||2021 12753820000000|Mattole Unified|3|The district made substantial improvements in obtaining parent feedback and participation at virtual outreach events this year. Community forums & stakeholder surveys were used to guide the creation of our goals, actions and services that align with our school site council and WASC action plans for the 21-22 LCAP. A focus area for improvement would be to develop greater means of providing families with information about resources available through our schools to support them with needs related to the ongoing pandemic.|Various opportunities for 2-way communication such as in person meetings, emails, texts, phone calls, and parent/teacher/administration conferences are provided for parent engagement and discussion of student progress. A focus area for improvement will be to continue to improve multiple methods of virtual family involvement.|Mattole USD serves students and families in a very remote rural community far from many services located in the nearest towns which are over an hour's driving distance from our homes and schools. Thus, we have a tight knit culture where everyone helps each other as a matter of necessity at times. Our schools are available as places where everyone in the entire community is welcome to come together to celebrate or to find refuge during emergencies. We all work together to make sure that no one is left out. A focus area for improvement is to increase our outreach to families who may not have phone and Internet service at home and to bridge the digital divide that may exist because of the rugged, physical remoteness of our area.|4|5|5|4|4|4|4|4|4|4|4|4|2021-09-14||2021 12755150000000|Eureka City Schools|3|Families meaningfully engage in District decision-making through school site councils, PTAs as well as a District Community stakeholder group. An area of focus for improvement would be to develop a coordinated plan in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. To District leadership will meet to discuss the development of such a plan to include a listing of all proposed parent engagement activities at each site.|Opportunities for parents to meaningfully engage with their child’s teachers and administration are numerous. Besides the parent-teacher conferences (occurring 2x per year at the elementary level and 1x per year at the middle school level), families have the opportunity to meet with teachers before and after school. As needed, translators and/or interpreters are provided for non English-speaking families. The District has a robust Student Study Team (SST) process whereby parents have an active voice in generating ideas for support and interventions for struggling students. An area of improvement focus in this category is making student progress reports (grades and attendance) as well as classroom assignments even more accessible to parents and guardians|Both the District’s Strategic Plan and the LCAP outline the goals for building and sustaining positive relationships with our families and the greater community. The District’s LCAP contains the following planned actions and services for parent engagement: a. Outreach communications to families of English Learners, families of Foster and Homeless Youth, and families of socio-economically disadvantaged students which highlight opportunities to participate in school events and decision making forums b. Build family engagement and participation by utilizing PTA and HCOE resources and create a plan for and facilitate restorative conferences with students, staff, and families; train families in behavior expectations and policy and encourage sites to include arts presentations/activities to families. c. Provide opportunities for input to all families, including targeted students and students with disabilities, through School Site Council meetings, open stakeholder meetings, Board meetings, and on-line and paper surveys. ECS staff understands the importance of strengthening positive relationships with our families. To this end we leverage a number of different tools to make meaningful connections. For example, back to school nights, open houses, family nights and parent conferences are a regular occurrence throughout the District. Annually, the District distributes a community “annual update” that highlights the many programs and services in the District. An area of focus for us in moving forward is outreach to our EL families to become involved in ELAC and DELAC committees. We typically have low turnout for ELAC and DELAC meetings. The District EL Coordinators meet regularly to discuss ways in which to increase parent participation.|4|3|3|3|4|3|3|2|3|3|3|3|2021-06-29||2021 12755151230150|Pacific View Charter 2.0|3|During the distance learning in the pandemic, the MARC executed 2 new family orientation nights in a zoom virtual format. The participation exceeded prior back-to-school and open-house nights. During the orientation, parents were able to provide feedback and conduct Likert scale questions evaluating the programs at Pacific View Charter. The MARC will continue this practice for the upcoming 2021-2022 school year. By recommendation of the board, the LEA facilitated a COVID-19 response and reopening advisory committee that had representatives from parents, teachers, and administrators from both sites. Public health responses were actively engaged by the advisory group as well as a recommendation to in-person learning in the month of March. The LEA hopes to grow to full sustainably in the future years with a similar advisory format.|Partnerships with parents are an asset to PVCS. The LEA will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc. The LEA will also provide professional development for staff on how to promote parent participation. An area of improvement is providing families with information and resources to support student learning and development at the home. During the 2021-2022 school year the LEA will be researching new digital curriculum to better engage parents to support student learning in the home such as the possible move from APEX learning to Edgenuity.|Pacific View Charter School 2.0 promotes parental participation in a variety of ways. Being an independent study hybrid, teachers and parents meet a total of four times a year. Two Master agreement meetings, and two-parent conference meetings after the quarter. This is, in addition, to regularly scheduled Back to School night, Open House, Community performance, and sporting events. Though Pacific View Charter 2.0 has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. At the MARC, BBQ and Movie nights were initiated to promote parent participation to Back-To-School night, Friends of Pacific View Charter membership drives, and LCAP surveys. An area for improvement is engaging our underrepresented families, especially families, that work during the school day or that do not have time during the day. The COVID-19 pandemic has also hampered efforts. The LEA is trying to find technological/virtual solutions in order to build strong relationships with these families.|5|5|5|5|5|4|5|5|4|4|5|4|2021-09-14||2021 12768020000000|Fortuna Elementary|3|Strengths and Progress: 1. COVID has definitely made things difficult this year. Ambrosini staff have done an amazing job advocating and connecting with families. The involvement of the families in making policy decisions is vital to the health of our schools. Areas of Needed Improvement: 1. As a parent, I often feel decisions in the school are made at the last minute and I had no involvement or input. For example, the decision to start the school year with one teacher and then continue a month later with a new teacher was essentially restarting the school year for the children. It was frustrating and not beneficial fo the students. No parents were involved at all in that decision. 2. More family school meetings [are needed] with district people and families from all group sites...monthly Town Hall ...etc. what's working, what's not, etc. Those might also help build community camaraderie.|"Strengths and Progress: 1. My answers [are] reflective from a mother who has had my children at Walker Elementary for less than three years. I would like to be more involved with the school on my own account, but circumstances just don't allow at this time. Hopefully [in the] 2022 school year I can and will [be able to] volunteer more so that we can get to know one another better. Areas for Needed Improvement: 1. Doing distance learning...I did not feel the teachers actually ""taught"" as much as needed. A couple of short Zooms a day was not enough for the amount of work being sent home, especially during testing where only attendance was done but kids were expected to complete a minimum of 7 pages of packet work per day with zero teaching. Doing distance learning is hard enough but kids don't teach themselves and if they are under the school's umbrella it shouldn't fall to the parents to do the teachers' work. 2. Treat all staff, students, and students' families with the same level of respect and kindness. Resolve old district staff/student/school rivalries and tensions. Build unity. Build trust. Treating your staff, students and community members well is the most important thing FESD dan do to build trust and community. Right now, FESD's priority is not treating people well, especially at the middle school level. Try warmly greeting parents in the lobby when they dome in, making positive contact with parents early in the year of all students, reducing tension between staff members at the middle schools, asking staff to positively interact with students, etc. 3. School [is] awesome, but certain staff members are very rude! Very uncomfortable calling the school when my son is absent. Thank God for texting as it's more comfortable to communicate with staff [by text]."|Strengths and Progress: 1. COVID has made this very different from other years. The staff at our school does an amazing job to advocate and do their best to connect with families. The involvement of the families with policy decisions is vital to the health of our schools--especially by providing staff with adequate opportunities and support to do so. Areas of needed improvement: 1. COVID puts a lot of restraints on letting anything happen to full implementation. 2. I really see all the efforts being made. Honoring and sustaining student cultures at school is still an area of needed growth. Specifically, the social studies curriculum that reinforces colonialism.|4|5|5|5|5|5|5|5|5|5|5|5|2021-06-24||2021 12768020124164|Redwood Preparatory Charter|3|Several of our teachers and the Director participated in the California Rural Leadership Academy. This learning opportunity focuses on how to engage stakeholders, assess areas for growth, analyze feedback data, strategically plan and implement change across our organization. We have strong systems of shared leadership and effectively engage stakeholders in the decision making process; however, there is always room for growth and we believe the skills and strategies we're learning will assist us in this endeavor.|We plan to increase parent participation in school operations by changing the format of our Parent Council. We'll ask for one or more parent representatives at each grade level to meet monthly with the Director to plan and implement opportunities to support the experience of students and families at our school.|Creating trusting and positive relationships with our families is a core value of Redwood Prep. We seek to engage our families with our community through meaningful communication and multiple opportunities to participate in school life. We plan to create an equity group consisting of parents and staff to thoughtfully increase our ability to thoughtfully connect with all families.|5|5|5|5|5|5|5|5|5|4|4|4|2021-06-22||2021 13101320000000|Imperial County Office of Education|3|"Parent and stakeholder meetings took place via zoom this year due to the pandemic. During our meetings, parents indicated they needed more technical support to support their child during distance learning. Therefore, ICOE developed a one-page documents to support Progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. 1 2 3 4 5 Progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. 1 2 3 4 5 Progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. 1 2 3 4 5 parents in utilizing Zoom and Google Classroom information. We value and rely on all available resources in the school and community to assist students in their personal and academic development, including School Site Council. Parental involvement is important in promoting student achievement and success. Instructional staff and administration keep parents informed as to students’ progress and attendance via daily phone calls, quarterly student assemblies, and parent conference week."|ICOE-Alternative Education focuses on building community partnerships to ensure the success of all students. Parent conferences continued via Zoom this year with 95% parent participation. We continue to partner with Imperial Valley College, the IC Department of Social Services, IC Department of Behavior Health, the American Job Center (One Stop), Imperial Valley Food Bank, and the Imperial Valley Regional Occupational Program. We also continue to partner with multiple CTE industries such as 25 medical facilities, Barber Shops, and HVAC businesses to support our high school students.|Building a positive relationship with parents and guardians is very important to us. Our staff communicates with parents on an ongoing basis regarding their schoolwork, well-being, or regarding resources available to them. During our parent conferences and stakeholder meetings, parents disclosed they feel very welcome and informed by the staff in their child’s classroom. Currently, due to COVID-19 Pandemic, all parent involvement opportunities have been held remotely. Student awards have continued to occur during the year via Zoom with the first in person ceremony on May 21, 2021.|5|5|5|5|4|4|5|4|5|5|5|5|2021-06-28||2021 13101320134379|Imperial Pathways Charter|3|Parent and stakeholder meetings took place via zoom this year due to the pandemic. During our meetings, parents indicated they needed more technical support to support their child during distance learning. Therefore, ICOE developed a one-page documents to support parents in utilizing Zoom and Google Classroom information. We value and rely on all available resources in the school and community to assist students in their personal and academic development, including School Site Council. Parental involvement is important in promoting student achievement and success. Instructional staff and administration keep parents informed as to students’ progress and attendance via daily phone calls, quarterly student assemblies, and parent conference week.|ICOE-Alternative Education focuses on building community partnerships to ensure the success of all students. Parent conferences continued via Zoom this year with 95% parent participation. We continue to partner with Imperial Valley College, the IC Department of Social Services, IC Department of Behavior Health, the American Job Center (One Stop), Imperial Valley Food Bank, and the Imperial Valley Regional Occupational Program. We also continue to partner with multiple CTE industries such as 25 medical facilities, Barber Shops, and HVAC businesses to support our high school students.|Building a positive relationship with parents and guardians is very important to us. Our staff communicates with parents on an ongoing basis regarding their schoolwork, well-being, or regarding resources available to them. During our parent conferences and stakeholder meetings, parents disclosed they feel very welcome and informed by the staff in their child’s classroom. Currently, due to COVID-19 Pandemic, all parent involvement opportunities have been held remotely. Student awards have continued to occur during the year via Zoom with the first in person ceremony on May 21, 2021.|5|5|5|5|4|4|5|4|5|5|5|5|2021-06-28||2021 13630730000000|Brawley Elementary|3|BESD works relentlessly to engage parents in the decision making process. Parent input is valued and can be seen through the School Site Council, ELAC, DELAC, PAC and LCAP processes. BESD engages parents in surveys to determine the needs of families and students. We will continue to provide opportunities for parents to engage in the decision making process. Our focus area for improvement is to increase participation in the Parent Advisory Committee (advocates for homeless and foster youth).|BESD works with staff to promote positive relationships with students and families. Our implementation level is higher in areas of providing resources to parents/families to support students, meeting with families to discuss student progress and supporting families as they advocate for their students. Our focus area for improvement will be to provide professional learning and support to teachers and principals to improve the site's capacity to partner with families.|"During the COVID-19 pandemic, distance learning required that site staff and families work together to ensure that students were engaged in the learning process. Meetings were held via online platforms. Our parent engagement in meetings, conferences and activities increased from previous years. Parent indicated that the flexibility of joining meetings from home made their attendance possible. An area of focus for BESD is to encourage teachers to ""know"" their students. This gives them insight into family background that may promote relationship building. At the district level, we have an LCAP Committee (3 parent members per site plus Parent Advisory Committee Representative from GATE, DELAC, MPAC and PAC), a DELAC Committee (advocates for English Learners) and a PAC Committee (advocates for homeless and foster youth). We host multiple committee meetings throughout the year for the purpose of soliciting input for student services. Our focus area for improvement is to provide comprehensive training to all staff members in the area of building trusting and respectful relationships with families."|3|4|3|4|3|4|4|4|4|5|4|4|2021-06-22||2021 13630810000000|Brawley Union High|3|The district is going to focus on building the capacity of its parents in order to empower them to feel confident in participating in advisory groups and committees. The district will continue to seek input from diverse parent groups in order to allow full representation in the decision making process.|Parents felt they could use some more resources in order to better serve their children at home. Parents also stated that they are given information regarding their student's progress but it could be more inclusive in that they would like to feel more a part of the decision makiing process.|Parents, Staff and administration were surveyed regarding their input on the above questions. Parents commented that the district did a good job of varying the times for parent meetings and remind parents often of the upcoming meetings.|4|4|3|3|4|3|3|3|4|2|5|4|2021-06-23||2021 13630990000000|Calexico Unified|3|CUSD Principals highly encourage parents to participate in school related activities and have a voice through the School Site Council and English Language Advisory Committees. They also encourage their participation in our DELAC and Migrant PAC. On our CA Parent Survey 90 percent of the parents agreed or strongly agreed that the school encourages them to be active partners with the school in educating their child. Though in our local survey, 86% of parents strongly agreed or agreed that the school actively seeks the input of parents before making important decisions. One area we need to continue to work on increasing building the capacity of and supporting more family members to effectively engage in advisory groups and decision-making. 44 percent of parents responded yes to participating in a meeting of the parent-teacher organization or association and only 6 percent of parents responded yes to serving on a school committee. Through our parent trainings, parent institute, and LCAP Parent and Community Forums we will continue to build capacity and encourage our parents to be active participants in advisory groups. Many of our Parent Advisory Committee parents have participated in the districts Parent Institute for Quality Education (PIQE) program as well as CABE’s Parent Leadership Program (Mastery Level). During our meetings they’ve expressed wanting to partner with district office staff so they too can become presenters. The stated that the district provides everything but it only goes one way and recommended the district create the need for parents to want to participate, by providing more information. They suggested topics on knowing student rights, attendance, and connecting with kindergarten parents. CUSD will continue to develop LCAP goals, actions and services to increase parent involvement and leverage parent involvement to directly support student learning.|This survey was filled at the district level utilizing data from both the CA Parent Survey administered on February 2021 with our Parent Advisory Committee. CUSD has been improving on 2-way communication between families. All communication goes out in English and Spanish. Through Remind, we are able to reach more families via text messaging. 87% of parents strongly agreed or agreed that the teachers communicate with parents about what students are expected to learn in class. We continue to engage families through parent trainings, school assemblies, School Site Council, DELAC, Migrant PAC, District Safety Committee and eight parent and community LCAP Forums. We encourage parent participation and as a result parents feel more welcomed. One area we need to improve on is developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. During our districtwide professional development, we plan on including trainings on how to create trusting and respectful relationships with families. During our Parent Advisory Committee meetings, parent indicated a need to improve on offering case management to communicate better with parents. They also recommended the district offer small trainings sessions on the Annual Notification throughout the year in order to inform of parents of what are their rights.|Through our district wide professional development, principal meetings, staff meetings and outside trainings, CUSD has highly encouraged staff and administration to partner with families in order to partner with families. 90 percent of our parents indicated in the CA parent survey they agree and strongly agree that parents feel welcome to participate at their school and 86% agreed the school allows input and welcomes parents' contributions. One area we need to continue improving on is on providing families with information and resources to support student learning and development in the home. As part of our districtwide parent trainings, we will continue to provide parents with AVID strategies that may be used to support their children at home. In addition, we will continue to provide our parent institute and provide multiple resources for parents to support their children academically and socially. During our Parent Advisory Committee meeting, parents stated that in culture and language, we are working well. Mutual respect for families and pupils must be prioritized. There is a need to improve on how to listen, so parents feel heard. We also need to learn more on how to treat students with certain needs, in addition to being more empathetic towards students. There is more work to be done on this with teachers and parents.|3|4|4|4|3|4|4|3|4|3|4|3|2021-06-24||2021 13631070000000|Calipatria Unified|3|Stakeholders identified the district is doing an effective job to seek input. Stakeholders recognize the opportunities that have been afforded the community but are concerned with the low turn-out or responses for input. The district will continue to push forth using the district website and electronic communications to improve active participation. The district and site team collaboration will continue to build upon increasing home to school communication, using technology to promote parent engagement, and increase stakeholder training on active roles in decision making.|"Stakeholders reported ""all the work you're doing has been paying off"". Stakeholders expressed the district's strength to be constant communication with parents. The annual district LEA and LCAP Parent Survey also affirmed stakeholder agreement with 77.3% of respondents reporting agree (48.6%) or strongly agree (28.7%) with the statement ""My child's school seeks parent input and encourages parental participation in school governance."" The district continues to recognize the need to foster improvement in the partnerships including addressing the most safe and accessible way to ensure access for all. The district will continue to strive to increase active participation of families in LEA activities and provide effective parent and family engagement activities and supports for underrepresented families."|"Stakeholders emphasized strong satisfaction with the school staff efforts to build relationships with parents and families. It was noted that an improvement in home to school communication via automated text was beneficial. Areas to improve is outreach and engagement for students with disabilities. The annual district LEA and LCAP Parent Survey also affirmed stakeholder agreement with 83.3% of respondents reporting agree (46.3%) or strongly agree (37%) with the statement ""the relationship between the teacher, student, and parent supports my child's engagement. Stakeholder response to effective home to school communication found 50.9% agree and 27.8% strongly agree the district is promoting parent involvement. The district will continue to focus the collaborative work with district lead staff and site staff to promote parent and family engagement including targeted case management services for underrepresented families. In addition, the district will continue to provide access to families by maintaining supports to overcome language barriers, including communication tools with primary language tools."|5|5|4|4|4|4|4|4|4|4|4|4|2021-06-14||2021 13631150000000|Central Union High|3|CUHSD offers many opportunities for parents to be part of the decision making process, but often times parents do not take advantage of the opportunity. CUHSD needs to find a way beyond surveys to seek input from all parents. Discussion is in the works for holding training and meetings in communities rather than asking the community to come to us. We are also working with parents to strengthen their knowledge regarding their rights and responsibility to provide feedback. Parents have asked for reports on feedback and for CUHSD to share the results so they can see that their input is actually making a difference.|Our stakeholder input indicates a strength in providing resources. Due to the pandemic, we have had to partner with parents in a much more targeted fashion ensuring that they have the materials and supplies needed to assist their children in the home. We need to continue to train staff and work in developing skills necessary to partner with parents in other ways besides recorded phone calls, social media, and email. Parents are asking for phone calls to be in person and to have meetings in person. This will only strengthen the partnership we currently have in place, and allow CUHSD to be a stronger partner for student success.|Currently our stakeholder input indicates that we have a strength in creating welcoming environments and 2-way communication. We do have some feedback that indicates parents would like to have staff available after hours and for staff to answer the phones on a more regular basis. Our LCAP and Expanded Learning Opportunity plans include a parent center at each site, as well as a partnership with ARC Education to create a learning hub that will be open after hours and on some weekends. We also will continue to ensure that all correspondence sent from the sites and the District Office will be distributed in a language that parents can understand: English and Spanish.|3|3|3|3|2|3|3|3|3|3|3|3|2021-06-22||2021 13631230000000|El Centro Elementary|3|The El Centro Elementary School District provides multiple opportunities for parents to provide input for decision making including various parent advisory committees, parent and community trainings at the PACE Center, and parent events at school sites. The district also surveys parents three times a year including during Parent Conference week and after all parent trainings and the annual Parent Fair. The focus area for improvement is to build parent capacity to effectively engage in advisory groups and decision making. The district continues to create trainings to support parents and families in this area.|El Centro Elementary School District, through the LCAP, has provided families and the community with a Parent And Community Engagement (PACE) Center with its own Parent Principal. This Center supports the district’s goal of building partnerships for student success with families by providing trainings and classes to parents and community members. The district and LCAP also supports the Family And Community Together (FACT) Center which provides outside resources and case management to families. The focus area for improvement is increasing professional learning for teachers and principals to strengthen the school’s capacity to partner with families. The district will continue to create training opportunities for staff in this area with an emphasis on engaging underrepresented families.|El Centro Elementary School District continually works to build positive relationships with parents and families. Each school creates a welcoming environment and develops the capacity of their staff to provide positive engagement and communication with families. All communication sent home is provided in English and Spanish to ensure accessibility by all. The focus areas for improvement are to promote cultural awareness through site-based cultural events and continue a districtwide emphasis on providing the best customer service to our parents and families.|4|4|3|4|3|4|4|4|4|3|4|4|2021-06-22||2021 13631230118455|Ballington Academy for the Arts and Sciences|3|Ballington understands parent involvement and participation is crucial to student academic success. We have implemented The Parent Portal as a tool for parents to stay informed and engaged in their children’s education. The Parent Portal gives parents and guardians access to view their child’s grades, transcript, see their child’s schedule, monitor attendance, communicate with their child’s teacher and stay current on homework, projects and deadlines. Ballington has begun a more rigorous process of receiving parent input through reaching out thorough surveys. Parents have opportunities to become room parents, site-based council members and are always welcome to meet with the Principal at any time. Ballington has established many family events at the school that bring our community together and contribute to fostering a positive community culture.|Ballington Academy consistently assesses teacher professional development needs and provides ongoing teacher professional development throughout the year in areas of curriculum, RtI, use of assessment data, PBL methodology to name just a few of the topics. The school provides families with resources to support their children’s education. Teachers meet during conferences with parents to review their child’s goal-setting material and set their own goals for support of their children’s learning. The school hosts several “parent academy” nights where parents have the opportunity to gain a deeper understanding of school topics.|Ballington Academy has created a welcoming environment for all our families. The Ballington teachers and staff work diligently to learn about each of our families and address their needs as we work as partners in our endeavor to move their children to academic proficiency. Teachers use “Remind” to communicate with parents on a daily/weekly basis. The school uses the PowerSchool Parent Portal to send email blasts (messages) to parents whenever needed.|5|5|5|5|5|5|5|5|4|4|4|4|2021-05-25||2021 13631230122663|Imperial Valley Home School Academy|3|Imperial Valley Home School Academy specializes in building seeking input for decision making with their families. Families provide continued input in all activities and policies and programs. The focus area for improvement is to continue to strengthen the LCAP Parent Advisory Committee.|Imperial Valley Home School Academy specializes in building partnerships for student success with their families. Monthly Documentation Days are dedicated to providing families with information and resources to support student learning as well as discussing student progress. The focus area for improvement is to share outside resources between families by creating a bulletin board that is easily accessible.|Imperial Valley Home School Academy specializes in building relationships with families including building staff capacity in this area and continually working with families on their needs. Families meet monthly with teachers during Documentation Days which include in depth two-way communication regarding student and family strengths and needs. The focus area for improvement is a more structured family networking opportunities.|4|5|4|4|4|4|5|4|4|4|4|5|2021-06-22||2021 13631310000000|Heber Elementary|3|The District has had a long-standing good relationship with the community. There are various committees that have been developed throughout the years to have parents, teachers, and staff participate. The district prides itself on being an active listener, making sure that all voices are heard, and that community members are part of the decision-making process.|The District has had a long-standing good relationship with the community. There are various committees that have been developed throughout the years to have parents, teachers, and staff participate. The district prides itself on being an active listener, making sure that all voices are heard, and that community members are part of the decision-making process|The District has had a long-standing good relationship with the community. There are various committees that have been developed throughout the years to have parents, teachers, and staff participate. The district prides itself on being an active listener, making sure that all voices are heard, and that community members are part of the decision-making process.|4|5|4|5|1|4|4|4|4|4|4|4|2021-06-08||2021 13631490000000|Holtville Unified|3|Even though the pendemic impacted us, just as it did for everyone else we still had our school site councils, our ELAC, DELAC meetings, our LCAP activities and much more that helped up understand the current condition of our LEA, the students, teachers, administrators, parents and in some cases our local community. We continue to have problems filling our School Site Councils with a large number of parents who are new and fresh. For most of our schools we tend to struggle to get what we feel would be a more than average healthy representation of our families. We will improve this through a more active forms of information to our families as to what exactly the groups can do to help education.|The pademic afected us in this area as well. We needed to work closely with parents, guardians and sometimes other members of the students family and even friends in order to give the student as much opportunity to succeed as possible.|Because of the pademic this year, we were forced to better communicate with our families and understand more about them to better serve our students. We are near the Mexico boarder and many of our families have family in Mexico, the Spanish culture, way of life, and standard of living reflects Mexicos. Language and communication not only in English but also in Spanish was another area that each of our staff members had to learn to work with. This year was a great year of growth in most of these areas.|4|4|3|5|4|4|4|4|4|4|4|4|2021-10-18||2021 13631640000000|Imperial Unified|3|"Imperial Unified continuously seeks methods to increase opportunities for parents to participate and actively engage in advisory groups and decision-making. The first phase is to increase the number of informational meetings available to parents and increase attendance. The second phase is to entice parents into transitioning into active participants in advisory groups and decision-making committees. In a previous survey, seventy percent of the participants stated the “5:00 pm to 7:00 pm” time slot as the block of time that they would most likely attend offered workshops or trainings. IUSD has targeted that time slot for various programs including Parent Nights (elementary schools by grade level), College and Career Readiness, and College/ University information (A-G), and Imperial High School Tiger Talks. With the addition of virtual, ""Zoom"" meetings, we have seen an increase in participation from our families. We will monitor their attendance this year and make decisions on how future meetings will be conducted. For the 2021-2022 school year, we will focus on a combination of in=person and virtual meetings."|The District has been successful in implementing policies and programs that promote teacher/ parent meetings to discuss student progress and promote student outcomes. Minimum days have been reserved for parent/ teacher conferences district-wide. These meetings have been well attended with over 90% participation. Additionally, the parent participation in sophomore and senior conferences have been very successful. In the past, it had been difficult for parents to attend in-person meetings due to scheduling conflicts and work schedules. The District has purchased Zoom in an effort to make meetings more accessible. Zoom has allowed parents and students to actively engage with school personnel from the comfort of their homes. This has had a positive impact on attendance. Parents also have the option of signing important documents electronically using Docusign. The District is focusing on drawing underrepresented families into engaging actively in two-way conversations.|The District has made improving customer services and parent communication top priorities. Additionally, District websites have been upgraded and relevant information has been posted and made available. Additionally, the District sends out a newsletter to families twice a year. The District has made significant steps providing multiple opportunities for parents to engage in 2-way communication. These include the use of SchoolMessenger, ParentVue, Safe Arrival, and classroom communication apps. The District is focusing on drawing underrepresented families into engaging actively in two-way conversations.|3|4|3|4|3|3|4|3|4|3|4|3|2021-06-10||2021 13631720000000|Magnolia Union Elementary|3|Staff members will receive training in monthly staff meetings regarding identifying and engaging underrepresented families.|Staff will participate in parent-teacher conferences and receive debrief training on effectiveness of conferences in staff meetings.|Staff will be trained during monthly staff meetings regarding family’s strengths, cultures, languages, and goals for their children.|4|5|4|4|5|5|4|4|5|3|4|3|2021-10-12||2021 13631800000000|McCabe Union Elementary|3|The district has compiled strong advisory groups (e.g. PTO, SSC, DELAC) that meet regularly to review policies, programs and progress monitoring. Staff and parents are well-informed, and are encouraged to provide input and recommendations in decision making. A stakeholder survey is issued annually seeking parent input on the effectiveness of school programs and suggestions for areas of improvement. A primary focus for the district is improving the engagement of underrepresented families. A fall and a spring meeting are calendared for specific targeted subgroups, with strategic layers of outreach to families.|In order to increase communication and understanding between the school and home, information is provided to parents through digital flyers, notices, and pamphlets emailed through the School Messenger platform. News and other important events are also posted on the McCabe Website and electronic marquee. Teachers use email, Remind App text-based messages, and class websites to communicate with their students' parents. Back-to-School Night is held in August and Open House in May. These events provide opportunities for parents and the community to visit the school and be part of the programs sponsored by the PTO. The campus facilities and student classrooms create welcoming environments for staff, students and families. Well maintained grounds with ample visitor seating and highly visible, friendly staff further enhance the welcoming culture. A focus area for improvement in engagement of underrepresented families in the 2020-2021 school year is implementing additional opportunities to invite parents onto the campus. Targeted evening parent presentations will inform and seek input from English Learner, and Students with Disabilities subgroups. A series of Lunch on the Lawn events might be calendared throughout the year to further build relationships with our parent community.|Building partnerships with McCabe families represents an important strategy in promoting student achievement. Teachers, office staff, and administrators keep parents informed as to student progress and attendance. The curriculum for the core subject areas of English Language Arts, Mathematics, History/Social Science, and Science includes a digital component with resources and translation options for families to access from home. In addition to quarterly report cards, mid-quarter progress reports are sent out. Parents with fourth through eighth grade students are able to monitor their child’s academic progress through a web-based parent portal. The School Site Council (SSC) and the District English Language Advisory Committee (DELAC) continue to provide more opportunities for parent participation in the school, and for parent voice in the decision making process related to improving student outcomes. Although some volunteering might be limited due to COVID, many McCabe parents like to take an active part in the school by volunteering to help in the classroom and with programs such as the Halloween Carnival, the See’s Candy fundraiser, McCabe Olympics, upper grade athletics, field trips, eighth grade trip, sixth grade camp program, and school projects. During November of each year, formal conferences are scheduled for every student’s parents. These conferences continue to be highly successful in providing communication and registering concerns about each child’s progress and educational opportunities and programs for which they may be eligible. This year the district will expand targeted outreach to parents of underrepresented subgroups through informational evening meetings.|5|5|5|4|4|4|5|4|4|4|4|3|2021-06-15||2021 13632060000000|Mulberry Elementary|3|Seeking input for decision making is done through several avenues at Mulberry. We utilize parent surveys, parent forums, phone calls, and emails in order to seek information for decisions here at Mulberry concerning programs and policies. Parents and stakeholders are involved in the LCAP development and goal setting. When conducting parents surveys we have over 90% of our parents participate. The area of focus which we would like to improve on this year is building the capacity of and supporting the staff to effectively engage families and advisory groups, in particular our underrepresented families including our EL families. In order to do this, we will ensure that all correspondence including those seeking feedback are available in Spanish and that we provide a translator at all parent forums and meetings.|The staff at Mulberry feels that in order for our students to be successful in the classroom, we must build a partnership and relationship with our students and families. The small size of our school makes it possible for us to have strong partnerships, because all staff knows each student and family. We make it a priority when new families come to our school to get to know them and make them aware of all of the services, programs, and opportunities for our students. The school keeps families informed by providing information through emails, phone calls, our school website, and the Remind App. Families are also given progress reports to keep them informed on how the students are doing academically. Parent conferences are also conducted during the first quarter and as needed through out the year. The area of focus which we would like to work on improving is providing professional learning and support to staff to improve the school’s capacity to partner with families, especially are underrepresented families. Particularly we feel as though professional development in the area of social and emotional learning would help staff to understand and work with students and families as we continue to deal with the COVID-19 pandemic.|Mulberry Elementary is a small, rural K-8 school which currently has 66 students. Due to the small size of our district, we have a close working relationship with our students and their families on a regular basis. We are a District of Choice and the majority of our students are from neighboring districts whose parents are seeking a smaller school environment. Mulberry Elementary values the input and involvement from parents/guardians in order to provide the best educational experience for our students. We provide many opportunities in which parents can be a part of decision making and be involved. Mulberry has a very active PTA which holds monthly meetings. School staff and administration attend the meetings where they update and ask for input on LCAP goals and progress we are making toward meeting our goals. We also hold parent forums where parents are able to give input and be involved in the reviewing of the progress on current LCAP goals and the development of new goals. Mulberry also conducts parent surveys in both the fall and the spring in order to gain input towards our LCAP development. We strive to keep our parents informed through many forms of communications including our website, newsletters (printed and emailed), and the use of the Remind app. In our Fall 2021 Parent Survey we surveyed our parents in grades K-8 and asked for their input on parent engagement and communication. We had 82% of our parents return the survey. The results showed that 98% of our parents feel they can communicate with the staff openly through email, phone, or in person on a regular basis. 93% of our parents felt questions and concerns are addressed in a timely fashion. 96% of our parents feel welcome to ask questions of staff, and 96% feel the school provides communication about activities and events to enable parents to participate if they wish. The district finds the Parent Survey to be a positive analysis of the environment which the district has tried to foster where parents feel they are involved and their opinions matter. The district will use the data received in order to continue to reach out to involve parents. We will work on providing answers to questions in a timelier manner and making sure our parents feel comfortable asking questions of staff and administration. We will continue to have activities and programs in the evenings to foster the parent and family participation of our underrepresented families.|5|5|5|5|4|5|5|4|4|5|5|5|2021-10-12||2021 13632220000000|Seeley Union Elementary|3|Seeley School involves all stakeholders in the decision-making process and provides support throughout. We will focus on effectively recruiting and engaging more families throughout the school year.|Seeley School provides families with information from partnerships with outside agencies. One area of focus continues to be supporting the advocacy of all students and their families.|Families feel very welcome and comfortable at Seeley School due to the trust and relationships that have been built amongst faculty, students, and parents. Seeley School is working on developing a more culturally responsive atmosphere.|5|5|3|5|4|4|5|4|4|4|4|4|2021-06-15||2021 13632300000000|Westmorland Union Elementary|3|WUED parents and stakeholders appreciate the frequency and duration of the parent forums held by the district. These opportunities for parents and stakeholder to provide feedabck, ask questions, and share ideas are appreciated by the Westmorland community. In order to improve attendance and engagement of underrepresented families, WUED varies times, days, and types of meeting (ie: virtual, in person, call in), and send information in a variety of ways and in English and Spanish. WUED seeks to improve opportunities for student input for engagement opportunities.|WUED parents and stakeholders felt the school and teachers communicate effectively for student outcomes. The electronic communication tools are used effectively and timely. WUED conducts frequent home visits and partners with local law enforcement as an intervention for attendance and SARB processes. WUED is in the development plan to partner with local agencies for parent classess and additional parent support opportunities.|Parent groups and stakeholders appreciate the ways WUED communicates with families. WUED uses phone calls, text messaging, sends fliers and letters home, and uses emails for comminication. Parent and stakeholders hold the office staff and administration in high regard in their efforts to communicate with all stakeholders. In order to keep improving communication and involving underrepresented families, WUED will continue to use multiple means of communication and reach out directly for more engagement.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-12||2021 14101400000000|Inyo County Office of Education|3|Strengths: Because of our small size JKBS administration and instructional staff are able to engage in 1:1 communication with both students and families maintaining consistent communication which allows for multiple opportunities to facilitate and receive input. All stakeholder involvement and support are valued by staff. Focus Areas: While 1:1 communication constantly occurs and input and collaboration in the interests of students is the common context of individual parent and student meetings, getting parents to attend formal parent advisory meetings has been a struggle. JKBS is going to add two additional parent meetings in 2021-22, with food, to provide additional opportunities for parental input and collaboration. We are also going to provide information and seek collaboration and input around implementing more family engagement activities at JKBS.|Strengths: The intake process at JKBS is a critical component and strength of supporting a student’s transition to the community school and helps to support and sustain student academic and affective progress and growth so they can return to their former school. This process clearly outlines the goals, available support, and overall policies and expectations so students and their families know how to navigate the available resources to achieve success. It is important that our families know they have an open-door policy to access a teacher and/or administration and counseling so all can collaborate to support improved student outcomes. Focus Area: A focus area for improvement is developing opportunities to help parents learn how to support their student’s growth in the affective, academic, and social/emotional domains at home as well as provide information and opportunities to improve families' ability to understand how to effectively exercise their legal rights and advocate for their own and all students.|Strengths: Because of our small size and the skill and commitment of our staff, this priority is an area of strength for the Jill Kinmont Booth School. Building partnerships and creating trusting relationships is essential for our work. We believe we work hard to develop trusting relationships with our parents and guardians and make a point to communicate directly with our parents and guardians weekly on an individual basis. One primary goal of our intake process to try and paint a comprehensive picture of each family's dynamics, needs, culture, and strengths. Focus Area: JKBS is going to work with the Bishop Paiute Tribe Indian Education Center to improve staff cultural awareness and improve culturally responsive and effective communication strategies for our Native American students and parent|5|4|4|4|4|3|4|3|3|3|3|3|2021-06-10||2021 14101400117994|YouthBuild Charter School of California|3|As per YCSC's recent collaboration with the Federal Program Monitoring Office, greater levels of implementation and compliance have been underway for the last 2 years as it pertains to seeking input for decision making.|As per YCSC's recent collaboration with the Federal Program Monitoring Office, greater levels of implementation and compliance have been underway for the last 2 years as it pertains to building partnerships for student outcomes.|As per YCSC's recent collaboration with the Federal Program Monitoring Office, greater levels of implementation and compliance have been underway for the last 2 years as it pertains to building relationships.|4|5|5|4|4|5|5|5|4|4|5|4|2021-06-23||2021 14101400128447|The Education Corps|3|Last school year we organized multiple online events to include families and stakeholders in our decision making process. As mentioned above, the most success we had was through stakeholders providing feedback by participating in online surveys. We have a lot of success with engaging our community partners in our LCAP and planning process. However, we are still working to improve on building a core group of parents and families to attend meetings consistently and participate in our decision making.|Our teachers and principals are constantly communicating with families and making phone calls home for both positive and negative behaviors. MSW case managers also assist with building relationships with families. As mentioned above, the pandemic provided an opportunity to formulate an even stronger connection between home life and school life. Our plan is to continue the work we did in strenghtening that connection even though we have returned to in person classes. Home visits have been very successful at reengaging students and their families and we now have dedicated vehicles operated by the school to continue our schedule of visitation to families and students who are struggling to attend school. Family engagement events are sent out with the school's monthly calendar and are scheduled at various time to allow for parents to participate despite work schedules. Additionally, case managers lead workshops on wellness, parenting, work readiness, and other life skills.|Our school provides wrap around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations such as local Conservation Corps and other Community Based Organizations we connect our families to resources and support services. We increased our MSW Intern counseling staff to assist with fostering student/family relationships and increase mental health services to our students. Because our school predominantly works with students over the age or 18, we focus on building partnerships with local resources and CBO's to assist our students in moving into adulthood and nurturung their own families. Due to the pandemic, we were able to experiment with other ways to involve families in our school. The pandemic certainly strengthened the school to home connection to our families and we were very committed over the last year to keeping in contact with our families through emails, phone calls, and home visits. We also had a lot of families and community partners participate in our online needs surveys. We were not as successful in getting large numbers of families to connect with us on Zoom meetings but we are excited for the opportunity to continue this form of community engagement which allows for families with complex schedules to still participate in school events. To sustain our parent involvement efforts we would like to establish increased volunteer opportunities on campus and have more involvement in our extracurricular events. For our four year college bound students we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process.|3|4|4|4|3|4|4|3|2|2|3|2|2021-09-10||2021 14101400128454|College Bridge Academy|3|Last school year we organized multiple online events to include families and stakeholders in our decision making process. As mentioned above, the most success we had was through stakeholders providing feedback by participating in online surveys. However, we are still working to improve on building a core group of parents and families to attend meetings consistently and participate in our planning and decision making.|Our teachers and principals are constantly communicating with families and making phone calls home for both positive and negative behaviors. MSW case managers also assist with building relationships with families. As mentioned above, the pandemic provided an opportunity to formulate an even stronger connection between home life and school life. Our plan is to continue the work we did in strenghtening that connection even though we have returned to in person classes. We would like to continue to offer trainings to parents on some of the ed tech tools and parent portal so that parents remain up to date on their child's academic performance in real time along with test scores. Home visits have been very successful at reengaging students and their families and we now have dedicated vehicles operated by the school to continue our schedule of visitation to families and students who are struggling to attend school. Family engagement events are sent out with the school's monthly calendar and are scheduled at various time to allow for parents to participate despite work schedules. Additionally, case managers lead Friday workshops on wellness and other life skills.|Our school provides wrap around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations such as Shields for Families and other Community Based Organizations we connect our families to resources and support services. We increased our MSW Intern counseling staff to assist with fostering parent relationships and increase mental health services to our students. Parent involvement is expanding and we are increasing parent participation rates at our Back to School nights and our monthly Coffee with the Principal and family bbq events. Due to the pandemic, we were able to experiment with other ways to involve families in our school. The pandemic certainly strengthened the school to home connection to our families and we were very committed over the last year to keeping in contact with our families through emails, phone calls, and home visits. We also had a lot of families participate in our online needs surveys. We were not as successful in getting large numbers of families to connect with us on Zoom meetings but we are excited for the opportunity to continue this form of community engagement which allows for families with complex schedules to still participate in school events. To sustain our parent involvement efforts we would like to establish increased daily volunteer opportunities on campus and have more involvement in our extracurricular events. For our four year college bound students we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process.|4|4|4|4|3|4|4|3|2|2|3|2|2021-09-10||2021 14632710000000|Death Valley Unified|3|Growth opportunities lie in the fact that the entirety of the faculty is new to this LEA as of the Fall semester of 2021. In this region, with its distances of 60 miles and more between school and homes, the District provides the faculty with tours of the residential regions and opportunities to meet with parents and students in the areas in which they reside. Partnerships are formed in this manner as faculty begin to form relationships with parents and both come to an agreement on the manner of communication that may be effective in the future.|The pandemic has hindered progress in some areas while making some immediate progress needed in other areas. Mostly, however, is that current issues and solutions are seen as fitting needs that have arisen due to the pandemic and which may not last.|The challenges in our region concern the great distances between schools and residential areas, which often exceed 60 miles one-way. Further, many families live outside cell phone service areas. Thus, the progress DVUSD has made is 1) Hiring an English speaking community liaison and a Spanish speaking community liaison. Both have the capacity to travel to residential areas to meet with families in person. In addition, faculty are made aware of the best means of communication between school and home, from text messaging to email to landline phones.|4|4|2|4|2|3|3|3|3|3|3|3|2021-06-15||2021 14632890000000|Lone Pine Unified|3|Each year, the schools send out a survey to all the parents/guardians that ask for their feedback on how they feel they are informed and invited in the decision making process. Past surveys generally indicated a feeling of being informed and invited at both school sites. One area of focus is to bring topics to the two main parent groups, Boosters and District English Learner Advisory Committee (DELAC) and gather their input on key site and district decisions.|According to the 2019 School Climate Report Card, prepared February 5, 2019 from CalSchools and WestEd based on the California Healthy Kids Survey (CHKS) 76% of the parents are involved in schooling (Parent Involvement In Schooling category). This is compared to the 2018 average which was 86%. The state average for 2016-2018 was 81%. One outcome for this indicator will be to increase rating on this to above the state average and maintain it above for future years. The Parents are invited and supported to regular parent meetings at Lo Inyo Elementary School and Booster meetings at the high school. Most of our parents attend outside functions held at our sites (such as Back to School Night, sporting events, etc).|The Parents are invited and supported to regular parent meetings at Lo Inyo and Booster meetings at the high school. Most of our parents attend outside functions held at our sites (such as Back to School Night, sporting events, etc). District English Learner Advisory Council Meetings are offered but often times they have not been attended. One focus for improvement would be to increase the number of ways we can reach parents of English Learners and increase actual attendance at these meetings.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-08||2021 14632970000000|Owens Valley Unified|3|Through a variety of surveys and other opportunities for families to provide feedback, including Zoom meetings and monthly School Board meetings, parents in our District have ample opportunities to provide feedback and input for the decision-making process. We will focus on improved engagement for our underrepresented and unengaged families We will involve these families by directly seeking input from them to help plan family engagement activities.|Our strength in this area is designating specific times for families to meet with their teachers to discuss students' progress. Through our newly-established School Site Council, we will focus on supporting our underrepresented families by providing more resources and information to support student learning and educational advocacy.|Our current strengths include establishing relationships and maintaining two-way communication with our families. Our focus area for improvement is to increase family engagement, especially from our underrepresented families, through a concerted effort by all staff members to learn about each family's strengths, cultures, languages, and goals for their children.|5|4|4|5|3|3|5|4|4|3|3|3|2021-06-01||2021 14633050000000|Round Valley Joint Elementary|3|As previously stated, we are a small, rural elementary school with a small family base (approximately 60 families total). All families are invited to participate in areas where they feel comfortable including Board Meetings, School Site Council, PTO, STEP Foundation, parent volunteering, field trip chaperones, etc. Correspondences are through email, text, robo calls, Parent Square, and phone calls. Various apps are used such as Remind.|Round Valley School is a small rural school that has a rich tradition of parent involvement. Teachers are the front line in parent communication and all teachers make use of the Remind App to communicate with all families. Additionally, our Schoolwise Student Information System provides a portal to parents relating to assignments, grades, missing work and due dates for long term projects. Our Board Meetings and PTO are open to all parents or community members and meetings are scheduled monthly to provide opportunity to address new or existing concerns. Board meetings are held monthly as well and all are welcome to attend. We schedule workshop style meetings to share in a relaxed forum topics such as budget and school restructuring, so that parents feel free to participate. With a small student body, we have limited diversity and do not have a pool of typically underrepresented families. Pre-COVID, the school had a strong Parent Teacher Organization (PTO) and a Student Enrichment Program (STEP), with missions to provide enrichment opportunities for students .|Parents are involved in student outcomes in many ways. They have access to the student portal for up to date grading and assignments. Parents conferences are held for every parent yearly and repeated when needed. Conferences are held yearly for students with disabilities, for English Language Learners, and for students identified through District testing as being at risk. Parents are given information about opportunities at the local college on improving their math and writing skills so that they can better support their children at home. Teachers and parents correspond regularly through emails, text and phone calls. Currently we are working to revitalize our PTO in the hopes of creating more family / community engagement opportunities.|5|4|4|4|4|4|5|5|3|3|3|3|2021-06-09||2021 14766870000000|Bishop Unified|3|We feel communication has greatly improved this past year with multiple opportunities for families and students to engage in advisory groups and decision-making. The district will continue to utilize focus groups and empathy interviews which were successful in painting a picture of student needs. One area of focus would be to expand this structure to include parents and guardians, particularly of underrepresented students.|Bishop is a close knit, supportive community and while the past eighteen months have been challenging in general the staff at BUSD works closely with families and educational partners to provide services and support for families. One area of improvement will be to incorporate strategies and techniques for teachers and principals to partner with families into existing professional development structures. BUSD will also continue to offer parents information to support students in the home through evening workshops (Tobacco Use and Vape prevention, Technology support, and literacy) and school events (i.e. Coffee with the Principal and Back to School Nights).|During the initial phases of the pandemic when school was fully remote, connecting with families was a challenge. However, we saw significant participation in virtual board meetings and survey response return rate. Once school opened, our connections and interactions with families expanded. An area of focus for the district is to find ways to improve engagement of underrepresented families; we will utilize existing structures to a greater degree to increase two-way communication with families: ELAC, PAC, and Hispanic and Native American Liaisons.|4|4|3|4|3|3|3|3|4|4|4|4|2021-06-17||2021 15101570000000|Kern County Office of Education|3|"The Alternative Education program encourages parents/guardians to participate in committees in order to help the program make decisions that impact students. The program actively recruits parents/guardians to participate in the Court and Community School Site Councils and the Court and Community English Learner Advisory Committees. Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey is made available for parents/guardians to provide input. Parents/guardians of students who receive Special Education services are invited to attend and actively participate in all IEP meetings. The high turnover rate in both Court and Community Schools makes it challenging to have continuous parent/guardian involvement. Results from the 2021 LCAP survey indicate that 96.15% of parents/guardians surveyed agreed with the statement, ""My school actively seeks parent/guardian input into decisions related to their student's education through surveys, IEP meetings, parent conferences, etc."" The program will continue to explore ways to increase parent/guardian involvement."|"According to the 2021 LCAP survey, 94.23% of parents/guardians who participated in the survey agreed with the statement, ""My school values parents/guardians as important partners in their student's education."" Each Community School site has an open door policy related to meeting with parents/guardians to discuss student progress and determine ways to work together to support student success, both behaviorally and academically. Administrators schedule meetings with the families of students who are struggling in order to determine any barriers to success and what they school can do to support the student and their family. The Alternative Education program is committed to continuing to foster positive relationships with parents/guardians through regular communication and invitations to school events."|The Alternative Education program believes that building relationships with students and their families is the foundation for students' educational success. Program staff regularly connect with parents/guardians through phone calls and strive to make families feel welcome during each visit to campus. Due to short enrollment periods in Community School, creating long-term and lasting relationships with families can be challenging. Court School restrictions typically limit access to parents/guardians outside of events such as Back to School Night and various meetings. An area of growth needed relating to building relationships is supporting staff in their understanding of each family's unique dynamics. However, the high turnover in enrollment can make this level of understanding of each family difficult.|4|4|3|4|4|4|4|5|4|4|4|4|2021-06-08||2021 15101570119669|Wonderful College Prep Academy|3|"Wonderful College Prep Academy has hired new leadership and is in the process of revamping parent engagement opportunities. The Academy currently offers the following options for parents to engage in decision making: 1. School Site Council - an opportunity for families and teachers to provide input into site-based decision making. 2. English Learner Advisory Council - an opportunity for families to give input into the progress and programs related to English Learners. Meetings have been occurring regularly (and virtually), on a monthly basis during the school year. This group of families has had the opportunity to review the LCAP, preparation materials for the ELPAC, and student achievement results."|Wonderful College Prep Academy provides training to parents on improving their children's academic outcomes through training provided through PIQE - Parent Institute for Quality Education. Additionally, WCPA will provide topical parent engagement events based upon need - such as how to prevent and respond to cyber-bullying, access to information on how to improve literacy. PIQE is administered annually K-12 and is available free of charge for all of our families in both English and Spanish to help foster community engagement with our school teachers and leadership. Parents are invited and encouraged to attend a minimum of three events where they can engage in meaningful dialogue and problem solving. During the 2020-2021 school year, PIQE was transitioned to a virtual model to help parents stay engaged during the COVID pandemic. The Family and Community Engagement Manager will provide professional development to teachers, administrators and staff on how to best engage with families, including conducting home visits; working with parents as partners and communicating with families.|The Academy employs a Family and Community Engagement Manager to help strengthen our Parent and School Partnerships. Due to the recent COVID pandemic, we are in the process of revamping and increasing the number of engagement opportunities for families to increase their involvement in their student’s academic careers.|4|4|4|4|4|4|4|4|3|3|4|4|2021-06-22||2021 15101570124040|Grimmway Academy|3|Parental participation is encouraged and expected at Grimmway Academy. In a typical year, Grimmway Academy has multiple means of collecting input from all stakeholder groups including a School Site Council, English Learner Advisory Committee, Parent Advisory Group (SPGA), as well as through weekly coffee and conversation meetings and annual parent surveys. In the 2020-2021 school year, as a result of health restrictions caused by the COVID pandemic, various stakeholder meetings were forced to be held digitally, which - while convenient, nonetheless impacted parent participation and community building due to the unfamiliar nature of virtual meetings. A focus area for improvement is to ensure that as we move away from the COVID pandemic and restrictive health protocols, that we establish structures that build capacity in our advisory groups (education research, including social and emotional research, and education policy), and then increase the frequency of opportunities to engage in schoolwide decision-making. To improve our engagement with our underrepresented families as it relates to Decision-Making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies - and then ensure that we have created access to our existing platforms for family engagement such as our advisory councils.|Parent and Community involvement is a top priority for all staff at Grimmway Academy. In a typical year, the school engages parents in the following ways: 1. Beginning of the year home visits to every household 2. Weekly Coffee and Conversation with administrators 3. Quarterly Parent Teacher Team Meetings 4. Weekly Newsletter sent through email and text 5. Facebook Page with daily updates 6 Remind messaging app that allows 2-way communication between teacher and parent 7. Weekly folder home with important information 8. Parent Portal to see student grades, attendance, and behavior. 9. Drive-thru oral health & dental screening clinic for scholars in partnership with the Kern County Children's Dental Health Network and First 5 Kern However, in the 2020-2021 school year, as a result of health restrictions caused by the COVID pandemic, teachers were unable to engage in-home visits. Despite not having in-person home visits, teachers were able to connect with families via online platforms such as Zoom. In a typical year, Grimmway Academy incorporates cultural and socioemotional training into all professional development days. Through these trainings, teachers build a deeper understanding of the community we serve and build capacity to increase the engagement of all families. In the 2020-2021 school year, the focus of many of these trainings centered on addressing learning loss as a result of the COVID pandemic impact on in-person learning. Addressing learning loss in a distance learning environment required an initial shift toward a focus on ensuring that all families - regardless of income - had access to the internet, including delivery of wireless hotspots and adequate training on accessing materials and utilizing digital platforms for our English and Spanish speaking populations. Distance learning required the cultivation of mutual trust between teachers and families at home to ensure that learning continued. Grimmway Academy was highly effective in communicating with our families concerning health and safety protocols, and the level of cooperation and communication was highly effective in ensuring that our students on campus for inperson learning remained safe and healthy. As we move away from the COVID pandemic and the related health protocols, a focus of improvement is to make sure that we reconnect with our families and return to the rich and inviting environment that was our school campus pre-COVID. We are constantly mindful of the challenges that some of our families have in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and Count|Grimmway Academy incorporates cultural and socioemotional training into all professional development days. Through these training, teachers build a deeper understanding of the community we serve and build capacity to increase the engagement of all families. Through communication tools such as Parent Square, Google Stream, Zoom, YouTube, Email, Facebook Live, Phone Banks, etc. The school regularly shares information with parents on the numerous ways they can support their child's education and how they can become more involved in advocating for their child.|4|4|4|4|5|4|5|4|4|4|4|4|2021-06-28||2021 15101570135467|Wonderful College Prep Academy - Lost Hills|3|"Wonderful College Prep Academy – Lost Hills has hired new leadership and is in the process of revamping parent engagement opportunities. The Academy currently offers the following options for parents to engage in decision making: 1. School Site Council - an opportunity for families and teachers to provide input into site-based decision making. 2. English Learner Advisory Council - an opportunity for families to give input into the progress and programs related to English Learners. Meetings have been occurring regularly (and virtually), on a monthly basis during the school year. This group of families has had the opportunity to review the LCAP, preparation materials for the ELPAC, and student achievement results."|Wonderful College Prep Academy – Lost Hills provides training to parents on improving their children's academic outcomes through training provided through PIQE - Parent Institute for Quality Education. Additionally, there are topical parent engagement events based upon need - such as how to prevent and respond to cyber-bullying, access to information on how to improve literacy. PIQE is administered annually K-8 and is available free of charge for all of our families in both English and Spanish to help foster community engagement with our school teachers and leadership. Parents are invited and encouraged to attend a minimum of three events where they can engage in meaningful dialogue and problem solving. During the 2020-2021 school year, PIQE was transitioned to a virtual model to help parents stay engaged during the COVID pandemic. The Family and Community Engagement Coordinator will provide professional development to teachers, administrators and staff on how to best engage with families, including conducting home visits; working with parents as partners and communicating with families.|The Academy employs a Family and Community Engagement Coordinator to help strengthen our Parent and School Partnerships. Due to the recent COVID pandemic, we are in the process of revamping and increasing the number of engagement opportunities for families to increase their involvement in their student’s academic careers.|4|4|4|4|4|5|4|4|3|3|3|3|2021-06-22||2021 15101571530492|Valley Oaks Charter|3|Every year Valley Oaks Charter School (VOCS) looks for different ways to seek input from all stakeholders, especially from Parent Educators. All Parents Educators are able to offer input in making decisions for each site by attending in-person and/or virtual meetings, attending scheduled appointments and/or Town Hall meetings, receiving Parent Square/Newsflash announcements, Remind announcements, and/or completing surveys. Additionally, VOCS advertises and communicates different collaboration opportunities that may include parent workshops, homeschool chats, town hall meetings, Governing Board meetings, and VOPTAC meetings by sending weekly emails and/or Parent Square/Newsflash/Remind announcements, posting announcements on Facebook, and/or sharing the information at a scheduled in-person or virtual meeting. VOCS will continue to seek input from all stakeholders and look for different ways to engage all families.|Valley Oaks Charter School (VOCS) was founded on respecting and valuing parent choice; giving parents a chance to tailor an education to fit their child’s individual needs in a homeschool environment. VOCS prides itself on building trusting and respectful relationships with all families. According to the 2020 Annual Survey, 99% of parent educators reported that VOCS staff treats students with respect. Additionally, all five sites strive to create a welcoming environment where families feel safe and comfortable, while being on campus. VOCS staff works closely with families to learn about educational goals that are set for each student, along with discovering new information about the family’s strengths, culture, and reasons for homeschooling.|Valley Oaks Charter School prides itself on building relationships with all families to encourage unlimited student growth. Parent Educators, credentialed teachers, and staff work in partnership to provide high quality curriculum, vast and diverse resources, and learning experiences to support student learning and development in the home. According to the 2020 Annual survey, 98% of parent educators reported that VOCS provides a rigorous, relevant and coherent curriculum that is accessible to all students. At the mandatory progress/assignment (table) meetings, teachers and parents strategize on how to present lessons, oversee learning, integrate state standards, assess learning, add supplemental assignments and projects, and meet learning objectives. Professional learning opportunities are available to both credentialed teachers and parent educators throughout the school year, which enhances the capacity to build stronger relationships with all families. Even during the pandemic, VOCS strived to maintain good relationships with all of our students and Parent Educators.|5|5|5|5|4|5|5|5|5|5|4|5|2021-06-01||2021 15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|3|REALMS currently hosts monthly School Site Council Meetings, Board Meetings, as well as ELAC meetings. This year, REALMS will develop a school leadership team and to help determine the school's instructional focus. Input from all of these groups will help to improve and support the engagement of underrepresented families.|REALMS utilizes a variety of means of communication with its families. In addition to providing information via the Student Information System, REALMS also provides information on it's social media outlets as well as printed notices. REALMS will improve the engagement of underrepresented families by increasing it's outreach in ELAC meetings, as well as hosting monthly Parent Nights to share information and learn more about student and family needs.|Family contact is a cornerstone of the REALMS Charter. It is the center of what we do to serve our families and develop students.|5|5|5|4|4|5|4|4|4|4|3|4|2021-06-30||2021 15633130000000|Arvin Union|3|"Full implementation of ""Coffee with the Principal"" and Parent Advisory Meetings within Preschool and Migrant has promoted parent engagement in informal conversations which has led to increased numbers attending, especially with digital platforms with which to engage. This extends into social media sites which attract attention and have developed a following of parents. These informal settings initially garner interest in school activities and have promoted increased interest in governance. Capitalizing on this foundation and encouraging parent input gathered through increasing surveys/meetings supported through technology is an area of progress. A new Parent Ambassador position has been created to promote a deeper understanding of educational processes, funding, and use of data to drive improvement."|"Title I Parent meetings, Open House, Parent Conferences and Family workshops are designed with the intent to develop a partnership between the district and families. Implementation of multiple opportunities for parents to engage with instructional support and to expand their role in their child's education is our focus through continued virtual means to promote the safest manner and structure possible given current times. Progress in direct teacher/student/family connection is promoted through teams, CANVAS, and Parent Square. A focus for improvement has been identified through parent input which requested support with workshops to access digital platforms and focusing on ""what to do"" to support student/family needs beyond explaining outcome data."|The District's current strength is implementation of platforms to promote 2 way communication including Zoom, Teams, and Parent Square all implemented this past year as means of alternate communication methods when in-person was not possible. These platforms continue into the 2021-2022 school year to promote a home-school connection. The district has created an LCAP goal specifically targeted to welcome environments and respectful relationships with action steps including personnel assigned to reach out to families from the site, district, and Family Resource Center Level to increase engagement of underrepresented families.|3|3|3|3|2|2|2|2|3|2|3|2|2021-09-14||2021 15633210000000|Bakersfield City|3|Based on the evidence, the Bakersfield City School District’s efforts in Seeking Input for Decision Making is at a LEVEL 4: FULL IMPLEMENTATION. Based on the information the Bakersfield City School District will continue to involve parents in providing input through the various parent group committees meant to provide a voice for collaboration on matters regarding programs, effectiveness of programs for students and identifying student services needed to increase the percentage of students meeting academic standards in the district. In addition through the continued task forces and student focus groups the district will continue to provide all stakeholders continued opportunities to give input on the work that will guide us for continued improvement in creating a positive school climate for students and BCSD families.|Based on the responses collected in the self-reflection tool and the input provided by parents the district’s progress in Building Partnerships for Student Outcomes is at a LEVEL 4: FULL IMPLEMENTATION. Based on the information the Bakersfield City School District will continue to provide professional development for all staff including classified staff on Social Emotional strategies to connect with students and families. Increasing the professional development of FACE staff at all sites to continue building relationships that will result in positive outcomes for students.|Based on the responses collected in the self-reflection tool and the input provided by parents the district’s progress in building relationships with families is at a LEVEL 4: FULL IMPLEMENTATION. The impact of the pandemic has highlighted the need to increase the collaboration and communication between families and schools in order to effectively make an impact in our student’s lives. An area of focus in the coming year is to extend the hours of our FACE liaisons at all sites in order to increase the effort put forth in expanding our outreach to families not currently engaged in our schools. These families are those who have been underrepresented in our family events, councils and schools. It is important to continue with intentional efforts to bring them to our schools and establish those relationships in order to meet their needs and extend the services and support so many of our families currently receive.|4|4|3|3|3|4|4|4|4|4|4|4|2021-06-22||2021 15633390000000|Beardsley Elementary|3|BSD offers a number of opportunities for parents to participate in the decision making process. While we struggle to get parent participation, we continue to offer a variety of times to help meet the busy schedules of our stakeholders. Parents are encouraged and welcomed at the site level to attend and help with fun activities when the CDC believes it is safe to do so. This encourages parents to take the next step and volunteer on a committee at the school and district level. During COVID-19, Google Meet and Zoom meetings are utilized as the medium for advisory meetings.|BSD wants t build relationships and grow as educational partners. We are in the initial implementation state of housing a Parent Partnership Center at the District level. This will also help parents to connect with needed resources. Teachers and administrators meet with parents via Zoom and google Meet to build partnerships between staff and stakeholders.|Beardsley School District works hard to build relationships with parents, families, and community members. We offer a variety of activities so parents and community members can come and interact with students and staff. During the COVID-19 pandemic, Beardsley offered several (drive-thru) clinics where parents could participate during distance learning.|4|4|4|4|4|3|4|4|4|4|4|4|2021-06-21||2021 15633620000000|Panama-Buena Vista Union|3|Areas of strength for the district is in the progress made in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, progress made in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, and in the progress made in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. In fact, we went from an average of 3 parents attending input sessions to about 200 parents in attendance. An area of improvement for the district is in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. This is be an area of focus for our district this year.|Our current strengths are in the progress the district has made in providing families with information and resources to support student learning and development in the home via our Parent Square app. Implementing policies and programs for teachers to meet with families and students to discuss student progress is also a strength. And, finally, our progress in supporting families to understand and exercise their legal rights is also a strength. Providing professional learning and support to teachers and principals to improve a school's capacity to partner with families is an area of improvement for us. We plan to provide our staff with this training this school year.|Our current strengths in this area our indicated by our continued efforts to improve the home-school-community connection within our district. We continue to support the growth of our school administrators and teachers in these areas by continuing to build their capacities in the areas of building relationships with all stakeholders. Although the 2020-21 school year was spent in a pandemic, we engaged more stakeholders as we provided virtual opportunities for parents and families to become more involved in the district and school site activities. One area of improvement is to provide a variety of ways for the district and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|4|4|3|3|3|4|4|4|4|4|4|3|2021-06-22||2021 15633700000000|Buttonwillow Union Elementary|3|Our strength is providing opportunities for our families to provide input through a variety of formats and committees. Our focus area is helping parents understand the importance of participating in committees and advisory groups that are involved in decision making. We will do this through continued communication at events the majority of parents attend to get them involved in other opportunities.|Our strength in this area is the information and resources that are provided to our families by the school, teachers, and our Resource Center. Our focus area is increasing the attendance and participation at the trainings and meetings we provide. We will try to do this by trying to focus on areas our parents have identified as priorities and continuing to providing food and prizes for parents and students.|"Our strength is our theme ""One Town, One School, One Community"". Based on parent survey results, our school has established strong relationships with our community and is a place where parents feel welcome and supported. Our focus area is helping our low income families understand the importance of education and working with them to help their students leave our system with the skills that they need to be successful beyond our campus. Our plan is to implement parent trainings and meetings to address this need."|4|5|3|4|4|4|4|3|4|3|5|4|2021-06-14||2021 15634040120139|Nueva Vista Language Academy|3|In our most recent LCAP parent survey, respondents indicated the following: 93% feel that their child’s teacher is trained to meet the academic, social, and emotional needs of their child; 93% feel that the district provides training on how to support a safe learning environment; 94% of respondents indicates that the district provides activities to increase parent engagement.|Nueva Vista Language Academy offers many opportunities for parents and guardians to participate in the education of their children. NVLA offers several parent education nights throughout the year. For example, during the Community Resources Egg Hunt, many organizations around Kern County set up booths on campus and distribute information on resources that are available to the parents within Kern County. These resources include information regarding health, dental, vision, recreational activities, police safety and educational resources available. NVLA’s “Tips and Tricks” event provides parents resources on supporting learning at home with mathematics, reading, technology and behavior: while parents take part in learning about math and reading, their children get to trick or treat around the school. Nueva Vista Language Academy has added additional support for students through their AmeriCorps Mentors. These mentors set behavior, academic, and attendance goals with forty students and meet with them throughout the week, and will be mentoring these students throughout the academic year. All students and parents, including their Foster youth and McKinney-Vento families, have access to other resources through a referral process including Child Guidance, Community Connections Center, Vision Center, school uniforms, and other school related resources. Nueva Vista Language Academy has access to two district-level administrators who oversee the Community Connections Center, Foster youth and McKinney-Vento and migrant families. In order to foster a more welcoming environment, parents have access to translation services, allowing for full participation in educational programs and meetings with school staff.|Nueva Vista Language Academy values the role that parents, guardians, and grandparents play in a child's education. NVLA is making a concerted effort to create opportunities to increase engagement. Nueva Vista Language Academy promotes both academic and culture building activities to further strengthen the connection between home and school. Events such as lunch with your child (parents/grandparents), Parent University, Loving Solutions parenting support class, School Site Council, English Learner Advisory Committee and Coffee with the Principal help promote positive interactions. To kick off the 2020-2021 school year, Nueva Vista Language Academy teachers and staff welcomed students and parents to the greatest school on Earth. Teachers and staff cheered on students and parents welcoming them to the first day of school. Areas throughout the school were decorated as a circus with images of lion tamers, clowns and giant elephants. In addition, Nueva Vista Language Academy hosts “Back to School Night” to welcome all students and families to the new year, ensuring that parents and guardians know the mission and vision of Nueva Vista Language Academy, and helping staff and parents/guardians to have a great year working together to support students. Nueva Vista Language Academy distributes monthly student event calendars, and NVLA is active online through several media outlets to ensure parents have access to upcoming events and information.|5|5|5|5|5|5|5|5|5|5|5|5|2021-11-01||2021 15634046009351|Cecil Avenue Math and Science Academy|3|Cecil Avenue Math and Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement and to elicit parent feedback. A few opportunities for parent involvement are the school site council/English learner advisory committee, where parents and stakeholders are given an opportunity to provide input about the school and programs that are offered, Parent University, back to school night, parent-teacher conference week, and state conferences for migrant families. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. CAMSA currently possesses translation devices for various informational nights where parents will hear the translation through the device placed in their ear. This will help parents feel connected during these events.|Cecil Avenue Math & Science Academy works very hard each year to help bridge the gap between parents and school to try and encourage parents to be a partner in their child's education. We highly encourage them to take an active role and to participate in as many school activities as possible. A few opportunities for parent involvement are the school site council/English learner advisory committee, Parent University, back to school night, parent-teacher conference week, and state conferences for migrant families. CAMSA also works hard at getting information out to its parents through the use of Blackboard callouts, the school Facebook page, school marquee, the school website, and letters mailed out and given to students. Parents are encouraged to use Aeries Parent Portal to monitor their child’s progress throughout the year. Our Academic Counselor will continue to hold a series of parent informational nights throughout the year for each grade level to educate and inform parents on various topics affecting their students. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. CAMSA currently possesses translation devices for various informational nights where parents will hear the translation through the device placed in their ear. This will help parents feel connected during these events. Based on the previous LCAP survey, 93% of parents and guardians believe that teachers are trained to meet the academic, social, and emotional needs of their child, and 94% of parents and guardians believe that the district supports activities that promote positive student behavior and attendance. However, due to COVID-19 many of the activities were postponed or held virtually in 2020-2021.|Cecil Avenue Math and Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. CAMSA promotes both academic and culture building activities to further strengthen the connection between home and school. Some of the activities CAMSA is currently employing to promote parent engagement and to strengthen the overall school culture include: lunch with your Patriot (parents/grandparents), family math and paint nights, trimester awards assemblies, chaperoning field trips, back to school night, and STEAM night. These events help to promote positive interactions between the school and parents.|4|5|4|5|4|4|4|5|5|5|5|4|2021-06-14||2021 15634046009369|Del Vista Math and Science Academy|3|Del Vista Math & Science Academy understands the importance family plays in the education of a child. We continue to place great effort in providing opportunities to increase parent/family engagement. However, many of the on-site parent activities were postponed due to COVID-19 in 2020-2021. Yet, once it is safe to do so, we will continue to provide the following activities: coffee with the principal, lunch with your child (parents/grandparents), family literacy & math nights, and student recognition assemblies. To help create a welcoming environment, we provide translation services in Spanish in order for parents to fully participate in educational programs and meetings with school staff.|Del Vista Math & Science Academy values the role that parents and guardians play in a child's education. The school is making a concerted effort to create opportunities to increase engagement. The school promotes both academic and culture building activities to further strengthen the connection between home and school. Events such as lunch with your child (parents/guardians), student recognition assemblies, family math and literacy nights, School Site Council, ELAC (English Language Advisory Committee), Title I Annual Meeting and GATE PAC help promote positive interactions. However, due to COVID-19 many of the activities were postponed or held virtually in 2020-2021. To improve engagement for underrepresented families, Del Vista Math & Science Academy will continue to send various forms of invitations/notifications (classdojo, flyers, teleparents, social media, marquee and google classroom).|Del Vista Math & Science Academy has made great progress in building the school and home relationship. The school uses a variety of methods to communicate with parents and guardians (classdojo, facebook, school web page, blackboard connect and google classroom). The school assists families in need with school uniforms. In addition, school personnel refers families in need to the Delano Community Connections Center. Delano Community Connections Center (DCCC) is a family resource center that is sponsored by DUSD. The resource center regularly does outreach to children and families to provide essential resources for family stability. DCC provides food distribution, assistance to help keep families in their homes and apartments, assistance for families to pay their utility bills. Families who are homeless or at risk of becoming homeless are placed in a hotel for 5-10 days and referred to outside agencies for assistance with permanent housing. The district’s family advocates through DCCC sign families up for Covered California (medi-cal) so that students can have health coverage.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-14||2021 15634120000000|Delano Joint Union High|3|As previously noted, the Delano Joint Union High School District’s current strength is the active participation of families in the evaluation, approval, and monitoring of the district and school site plan for student achievement. Title I parent committees, ELAC, DELAC, the District Parent Advisory, the Special Education Parent Advisory Committee (SEPAC), and School Site Council review, approve, and monitor the goals and actions of the district and school plan for improved student achievement.|The Delano Joint Union High School District’s current strength is the active participation of families in the evaluation, approval, and monitoring of the district and school site plan for student achievement. Parents surveys were administered in October 2020 to 583 parents. The results of these surveys indicate that 96% of parents agree the school/district seeks input from parents in making decisions for the school and district.|The Delano Joint Union High School District (DJUHSD) celebrates student successes and accomplishments. Families are invited to participate in recognition of student achievements. Events are hosted in the evenings to maximize family participation. The district will continue its efforts in engaging families in all school activities. Notices will continue to be sent home in English, Spanish, and, when available, in Tagalog. The district will continue to involve families in Parent University trainings and site and district stakeholder meetings. The DJUHSD will focus on increasing relationships with our families by continuing to inform and communicate with families about school events. Parents and families will be contacted via phone, Blackboard messaging, social media, the school marquee, mailings, and posting events on our websites. Parent surveys were administered October 2020, The results from these surveys indicate that 95.4% of parents agree the school promotes family engagement activities.|5|5|4|5|4|5|4|4|5|5|5|4|2021-06-22||2021 15634200000000|Di Giorgio Elementary|3|The Di Giorgio School District makes every effort to seek input from all families, with a focus on engaging underrepresented families. All parents are encouraged to attend Parent Advisory, ELAC/DELAC, and event planning committees. Surveys and communications are mailed, sent electronically, and phone calls are made to follow up with families. All communication and input gathered is in parents' preferred language.|The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ and tamale making fundraiser/events. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.|The Di Giorgio Elementary School District makes every effort to build lasting relationships with parents. Communication is made via phone calls, letters/flyers mailed home as well as sent with students in parents' preferred language. To reach more parents and families in a short amount of time, Di Giorgio has started using the platform ParentSquare. ParentSquare will allow parents, teachers, and administration to communicate with all parents via all calls, text messages, and app notifications. All communications in ParentSquare are sent in parents' preferred language.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-16||2021 15634380000000|Edison Elementary|3|The district holds Parent Advisory Meetings monthly and quarterly at both sites. We currently have the following active Advisory Groups: ELAC/DELAC, PTC, Booster, and School Site Council. The sites also hold Intervention Parent Meetings as well as Special Education Parent Meetings on an ongoing basis.|The district has built strong partnerships with our families. The district communicates effectively with families daily through Aeries Communication and Parent Portals. The district has expanded our parent Parent Center hours to engage and support our families. The district holds one family event quarterly at each site.|The district holds one Parents as Partners Event each semester and publishes a quarterly newsletter detailing resources for families. The district has also extended out Parent Center hours this school year, which is open daily to offer training, resources, and support for our families. Through Action Steps in our PIR Plan, the district plans to strengthen our partnership with the families of our Students with Disabilities.|4|4|5|5|4|5|4|4|4|4|4|5|2021-11-08||2021 15634460000000|Elk Hills Elementary|3|Same as above.|EHSD is a small community with the benefit of providing individualized care and support for each student. Families have access to teachers and school leadership regularly. Feedback is welcome and feedback is regularly addressed. A next step will be to ensure parents are actively engaged in the planning and development of the school's initiatives. We are eager to extend and deepen the relationships with families beyond two-way communication. Active regular dialogue is part of the process. Action items through PBIS initiatives currently being developed for the new school year.|EHSD schedules events that help create a pathway to connect with families. Back to School Night and parent-teacher conferences help engage all families; when families face certain communication barriers we work with the families to help them overcome these challenges. For instance, EHSD provides translation services, EHSD facilitates home visits, and EHSD makes alternative meeting arrangements and provides accommodations for those that require them. An area for improvement is parental decision making. It is important for all EHSD families, including those underrepresented, take part in school-wide decision making.|4|4|4|4|4|4|4|4|4|3|4|3|2021-07-06||2021 15634610000000|Fairfax Elementary|3|90% of all returned surveys agree that there are various opportunities for parent participation provided by the LEA. School site committees have strong representation of parents. The number of parents participating in district level of parents is lower. An area of improvement would be to have more parent participation in district-level committees.|The Fairfax School District engages families through surveys and frequent communication to identify student needs and how a partnership can be developed between parents and school staff. The Parent Education Resource Centers works with families, staff, and school sites to foster relationships and make connections. One focus area would be to increase the awareness of teachers to the resources available.|The Fairfax School District regularly works with staff to create welcoming environments for parents and students to feel welcomed at school. Each school develops parent engagement plans with school site councils that align with the district engagement plan. Parents are invited to give input and feedback on this plan. English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Migrant Parent Advisory Committee (Migrant PAC), District Advisory Committees (DAC), and Booster Clubs are all avenues for parents to actively engage in the development of school site plans including parent engagement opportunities. Parent nights and family events are regularly scheduled to create a well-rounded culture of the school district. The Fairfax School District communicates with parents often. Implementation of the communication system Parent Square has enabled teachers and school sites to communicate with parents in 2-way, back-and-forth communication. The automatic translation feature of the program erases the language barrier that many of our parents and teachers face. One focus area for improvement would be to identify barriers families face with communication. To address family engagement of underrepresented families, teachers, counselors, and 2021-22 Local Performance Indicator Self-Reflection for Fairfax Elementary School District administrators reach out to families who are not engaging to provide access and address barriers that prevent families from engaging.|5|5|4|5|4|4|4|4|4|4|5|4|2021-06-24||2021 15634790000000|Fruitvale Elementary|3|As the District's demographics have been rapidly changing, with over 20% increase in unduplicated pupil count in the past 15 years, the District has learned and implemented new strategies to reach and seek input from all groups. Interestingly, the Covid-19 pandemic revealed new avenues including virtual platforms which have also enhanced stakeholder participation in the school community. The District greatly utilizes translators for our diverse language population, including ASL. During non-Covid years, the District holds a Multi-cultural Celebration Event at the Jr. High for students, staff and families, to honor and experience our wonderful diverse cultures.|The Fruitvale School District hold communication as an extremely high priority. The District utilizes a number of communication pathways to ensure families are partners in their student's education, both academically and social-emotionally. In the LCAP Survey, over 88% of parents reported they believe thier school effectively communicates student academic progress by providing families with access to grades, progress, and posting communication through Canvas/Aeries Parent Portals. Additionally, 72% of families stated they feel students and families are considered when decisions are made in the District.|"The Fruitvale School District subscribes to the motto, ""Fruitvale Family"" in all aspects of school happenings. The District has held extensive training on relationship building, trauma-informed care, and building relationships. In 2020-21 the District hired a District Social Worker to add to the support for staff and the community to build relationships, learn about family strengths, cultures, languages, and ultimately remove barriers to student engagement and success. 88% of students reported that their schools help families in need and that they feel their teachers care about them. 82% of staff reported their schools embrace family diversity by recognizing strengths, cultures, and languages."|4|4|4|4|4|4|5|5|4|4|4|4|2021-06-10||2021 15634870000000|General Shafter Elementary|3|General Shafter has improved over the years in the area of seeking input for decision making purposes. We advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face meetings, group meetings, and zoom meetings.|Parent engagement is a goal our school district is constantly focused on. We have made progress by way of communication to families in regards to school happenings and information. However, we can and need to improve in our hands on training and engaging with families. This is addressed extensively in our currant LCAP.|Parent engagement is a goal our school district is constantly focused on. We have made progress by way of communication to families in regards to school happenings and information. However, we can and need to improve in our hands on training and engaging with families. This is addressed extensively in our currant LCAP.|3|4|3|4|3|3|2|3|4|4|4|4|2021-06-21||2021 15635290000000|Kern High|3|Regular stakeholder engagement remains a high priority for KHSD, in order to foster mutually respectful, supportive, and collaborative environments for ongoing and meaningful dialogue that will determine goals and actions to achieve academic success for all students. The active participation of all stakeholders – parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders – is essential to the success of this effort. KHSD and stakeholders thoughtfully and openly work together to address and overcome challenges that underserved students are facing today and to provide the necessary means to maximize student learning. The district welcomes input and feedback from site and district decision-making platforms. Parents/guardians are invited to meet and organize to promote parental engagement – e.g., district parent advisory committees; Local Control Accountability Plan (LCAP) Advisory Council; School Site Councils; Back-to-School nights; booster clubs; English Learners, Migrant, and Title I parent advisory groups; and meetings with teachers, counselors, and administrators. School sites seek input from parents through a variety of mechanisms such as the School Site Council, booster organizations, parent meetings, surveys, students’ Individualized Education Plan, students’ four-year plan, and parent/guardian feedback offered in small and large group settings. In addition, school sites have an open-door policy. According to the 2020 parent survey, 91% of parents surveyed believed the school valued them as important partners in their student’s education. 85% of “All Parents” believe they have opportunities to take part in decisions made at their student’s school. The 2020 staff survey confirmed that 99% of KHSD participants acknowledge that parent engagement can increase a student’s achievement. Survey results also established that 67% of staff would like professional development to strengthen their parent engagement strategies. The 2021 staff survey was completed during the pandemic year. Survey results demonstrate that 28% of staff need additional support in the area of family engagement. In addition, 62% of staff stated that compared to past years, it is harder to connect with families. An area of focus for KHSD is to continue to build on responses and suggestions from stakeholders and strive to increase their knowledge concerning the impact of parent engagement, as well as training KHSD staff on strategies in parent engagement at both site and classroom levels.|Providing parents/guardians with information and resources to assist their student(s) is an on-going, significant effort. The annual Parent and Student Handbook (available in both English and Spanish), provided to all parents/guardians, informs parents of the following: Educational rights Graduation and college-going requirements Guidelines for academic and social-emotional success Available support services Extra-curricular and co-curricular opportunities Appropriate behavior and disciplinary actions as per KHSD Board Policy and the California Education Code The KHSD website also posts board policies, which include policies on non-discrimination, student discipline, sexual harassment, and the Uniform Complaint Procedure, available in numerous languages using Google translate. In addition, KHSD implements a variety of programs in collaboration with community organizations to support the engagement of underrepresented families. These programs (provided virtually during the pandemic year, 2020-2021) include the following: After-school tutoring for low-achieving and at-risk students in math and reading, provided by university/college students Mentoring of Hispanic students by KHSD staff and Kern County community leaders Mentoring of African-American students by KHSD staff and Kern County community leaders Training and support for Latino youth and their families through the Juntos program, which engages the entire family by providing knowledge and skills to bridge the gap between high school and higher education Recruiting and coordinating community partners and parent volunteers at the schools through KHSD Parent/Family Centers Promoting the participation of KHSD key staff (School Community Specialists, Parent Center Liaisons, Migrant Program Recruiters, Title I Coordinators) at the monthly Kern County Network for Children collaborative to receive community- event highlights, trainings, and outreach to benefit KHSD underrepresented families.|Parents/guardians are valued partners and are critical to student, school, and district success. Kern High School District (KHSD) is committed to working closely with parents and parent groups to deepen understanding and mutual respect, and strengthen the community. Each comprehensive site has a Parent/Family Center that provides meaningful resources to help parents become strong educational advocates for their children. The KHSD collects and maintains data regarding parent/guardian visits to the centers. The following data reflects parent visits to Parent/Family Centers in the last three years. 8/2018 to 6/2019 - approximately 14,965 visits 8/2019 to 6/2020 - 10,341 visits. In March 2020, Parent Centers were closed to in-person visits due to the pandemic. 8/2020 to 4/2021 - Although no in-person visits took place, parents and families continued to receive assistance. Collectively, 28,321 services were provided via calls, emails, virtual meetings, etc. Support provided included technology, school forms and information, translation, attendance, community referrals, ELD, college/university, home visits, and health and nutrition. Regular feedback through site and district meetings is essential and is structured to foster parental engagement. The meetings include public and student forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD communicates with parents in a variety of ways, such as the KHSD website, weekly and annual newsletters, the KHSD (Internet) broadcast, traditional mailers, meetings, calls, Twitter, Blackboard, ParentVue, and the Achieve magazine. KHSD values two-way communication between families and educators and provides interpreting services at all meetings. Staff (social workers, counselors, interventionists, etc.) supports the social and emotional wellbeing of all students and further strengthens the district’s relationship with parents/guardians. Areas for improvement identified by the Parent/Family Self-Reflection Tool include the need for professional learning for staff to cultivate better relationships with families through a greater awareness of their culture, language and goals for their children. KHSD staff requested additional resources to strengthen parent engagement strategies, as presented in the 2020 and 2021 staff surveys; as a result, parent/family engagement materials will be developed and shared with staff. An ongoing challenge for the district is increasing parent/family engagement. All families, including those traditionally underrepresented, could have greater attendance at district/site parent/family events. As KHSD is committed to this effort, it will continue to collaborate with parents/guardians and community members to explore meaningful ways to increase parent/family engagement districtwide.|3|5|3|4|2|4|3|5|4|4|5|3|2021-06-28||2021 15635520000000|Lakeside Union|3|The district provides many opportunities for staff and family members to be part of advisory groups such as: School Site Council, District/Site English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention and Supports Committee, and Parent Teacher Committee and Booster Club. Increased genuine and collaborative participation in the decision making process by staff and family members is a focus area for this section. As with previous sections, the district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process focused on seeking input for decision making to increase outcomes for all students. The district will continue to reach out and engage with underrepresented families to invite their input for decision making at school and district levels.|The district provides professional development opportunities such as Positive Behavioral Interventions and Supports, Trauma Informed Care, Grief Counseling, Aggression Replacement, and Restorative Justice, all of which help to improve the district’s capacity to serve students. Building on family partnerships continues to be a focus area of improvement for the district. Going through multiple cycles of inquiry helps to define family needs and determine supports. With this information the district can reach out to underrepresented families to improve student outcomes.|The district has been emphasizing Positive Behavioral Interventions and Supports (PBIS), in which all staff members are working to build trusting relationships with students and their families. The improvement in relationship building and on-task behavior brought on by our PBIS program has helped with increased student engagement in all academic areas. The district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process that focuses on building relationships to increase outcomes for all students, and close performance gap(s) using multiple cycles of inquiry. With information from the California School Dashboard and the Kern Integrated Data System the district can define groups that may be difficult to reach due to language or cultural perspectives. Then, the district can message out these groups and strive to develop meaningful family engagement. We will continue to cultivate collaborative cultures to produce strong groups and individuals, develop internal accountability, and be responsible within our system. We understand that positive relationships breed success.|4|5|3|4|4|4|4|5|4|4|4|3|2021-06-15||2021 15635600000000|Lamont Elementary|3|During school site council meetings, parents vote on Title I expenditures and actions, they develop a needs assessment using the California Dashboard student results of their school site, identify areas of need in each subgroup, what is working and what needs to improve, give their input on strategies to be implemented, evaluate strategies and services for all subgroups, English Learners, socioeconomically disadvantaged, special education students, foster youth, and the homeless, English Only, Reclassified students. During ELAC meetings, parents advise/recommend the school site council on decision making for English Learners. A representative of the ELAC reports to the SSC their recommendations. During LCAP meetings, parents are part of the stakeholder groups and they provide recommendations, comments, advice on how to spend the funds, and what actions to create. For site administrators, staff, and parents, the district provides yearly training to build capacity on decision-making committees.|LESD implements Joyce Epstein's Six Types of Family Involvement research at every school site. During the staff revision of the site parent Involvement policy, they identify areas of strength and need in the following: Parenting - helping families establish home environments to support their students, identifying parent education supports, Communicating - finding effective ways for a school-home communication about programs for kids, Volunteering - ways to recruit parents to help and support at the school, Learning at Home- how to provide families information on how to monitor schoolwork, Decision Making - how to include families as participants in school decisions and how to develop parent leaders, and last Collaborating with the Community - coordinating resources and services from the community for families. All these strategies are written on the site parent involvement policies to support building partnerships for student outcomes. The parent involvement policy includes the site parent engagement plan and 2-way communication between families and teachers/school using language that is understandable to the parent. Providing interpreters for parent academic nights where site staff presents grade-level standards, train parents on how to support their students at home.|"LESD's current strength in the area of Parent Engagement is on developing the capacity of staff to build trusting and respectful relationships with families. LESD implements Joyce Epstein's Six Types of Family Involvement research and every school revises the site parent Involvement policy, yearly, with staff and parents. Using Joyce Epstein's research they identify areas of strength and need in the following: Parenting - helping families establish home environments to support their students, identifying parent education supports, Communicating - finding effective ways for a school-home communication about programs for kids, Volunteering - ways to recruit parents to help and support at the school, Learning at Home- how to provide families information on how to monitor schoolwork, Decision Making - how to include families as participants in school decisions and how to develop parent leaders, and last Collaborating with the Community - coordinating resources and services from he community for families. All these strategies are written on the site parent involvement policies to support building relationships with our families. An area of need and focus is ""how do parents feel when they enter our school? During staff meetings, site administration works with staff defining how a ""welcoming environment"" looks like. The staff develops a protocol starting at the front office, and staff as they encounter parents visiting the school, all staff knows that positive relationships with our families are a priority."|4|4|4|5|4|5|5|4|5|5|5|4|2021-07-27||2021 15635780000000|Richland Union Elementary|3|We are pleased to have full implementation in many areas. We will provide more opportunities to have all community education partners work together to plan, design, implement, and evaluate family engagement activities at school and district levels.|We are pleased to have full implementation in many areas. We will provide more professional learning and support to teachers and administrators to improves the capacity to partner with families.|We are pleased to have full implementation in many areas. We will continue training our staff in learning about families' strengths, cultures, and the goals families have for their children as well as better engagement in 2-way communication with language that is understandable and accessible.|4|4|3|3|3|4|4|4|4|4|4|3|2021-06-28||2021 15635780135186|Grimmway Academy Shafter|3|In a typical year, Grimmway Academy creates multiple paths for parents to provide input and feedback in schoolwide decision-making. Parents are invited to monthly parent meetings, participate in school governance meetings, and are a part of the School Site Council (SSC) and English Language Advisory Committee (ELAC). Parental participation is encouraged and expected at Grimmway Academy. In order to accommodate varying schedules, Grimmway Academy provides opportunities before, during, and after school/evenings, as well as, on weekends. This includes a variety of activities including school governance, SSC, ELAC as well as cooking classes, garden workdays, and morning coffee and conversation with the principal. In the 2020-2021 school year, as a result of health restrictions caused by the COVID pandemic, various stakeholder meetings were forced to be held virtually, which - while convenient, nonetheless impacted parent participation and community building due to the unfamiliar nature of virtual meetings. A focus area for improvement is to ensure that as we move away from the COVID pandemic and restrictive health protocols, that we establish structures that build capacity in our advisory groups (education research, including social and emotional research, and education policy), and then increase the frequency of opportunities to engage in schoolwide decision-making. To improve our engagement with our underrepresented families as it relates to Decision-Making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies - and then ensure that we have created access to our existing platforms for family engagement such as our advisory councils|The LEA’s current strengths and progress in this area include providing families with support during Distance Learning and implementing programs that support teacher-parent engagement. Grimmway School's highest priority this year was returning to in-person instruction safely while meeting the needs of our community. We were able to provide families with both food and instructional resources, and virtual online support while schools were closed and distance learning from home was required. Hotspots and Chromebooks were provided to ensure families and scholars had adequate technology resources to access school online. Teachers also provided office hours to assist families with questions and support scholars with 1:1 instruction as needed. Back-to-school Night was held virtually this year as were parent-teacher conferences. This was very important in keeping families connected to their children's educators and the school as a whole. Any activities that were part of school traditions were not canceled but adapted in either a drive-through or virtual model. Grimmway Academy recognizes the importance of family engagement as direct support to improved student outcomes. In an effort to improve oral health for our scholars, a drive-thru oral & dental health screening clinic was made available for our scholars and families. This was made possible through a grant from First 5 Kern, in partnership with the Kern County Superintendent of Schools and the Kern County Children's Dental Health Network. An identified focus area for improvement is related to supporting families in understanding and exercising their legal rights and advocate for their own students and all students. The pandemic presented a lot of challenges for families, employment being one of them. This year Grimmway Academy saw an increase in families struggling with housing due to loss of or lack of employment opportunities. For some, loss of livelihood is not an easy thing to disclose, thus making it difficult to serve families in need. This year Grimmway Academy helped to support our homeless families via McKinney Vento resources, such as transportation services and reimbursement. The LEA will continue to grow in this area to improve the engagement of underrepresented families|Positive relationships with our families is a foundational element in the Grimmway Academy model. Each school year begins with home visits by teachers to each student's homes in order to learn more about the uniqueness of each family and what Grimmway Academy can do to ensure we are able to address each child's unique learning needs. However, in the 2020-2021 school year, as a result of health restrictions caused by the COVID pandemic, teachers were unable to engage in-home visits. Despite not having in-person home visits, teachers were able to connect with families via online platforms such as Zoom. In a typical year, Grimmway Academy incorporates cultural and socioemotional training into all professional development days. Through these trainings, teachers build a deeper understanding of the community we serve and build capacity to increase the engagement of all families. In the 2020-2021 school year, the focus of many of these trainings centered on addressing learning loss as a result of the COVID pandemic impact on in-person learning. Addressing learning loss in a distance learning environment required an initial shift toward a focus on ensuring that all families - particularly our underserved families - had access to the internet, including delivery of wireless hotspots and adequate training on accessing materials and utilizing digital platforms for our English and Spanish speaking populations. Distance learning required the cultivation of mutual trust between teachers and families at home to ensure that learning continued. Grimmway Academy was highly effective in communicating with our families concerning health and safety protocols, and the level of cooperation and communication was highly effective in ensuring that our students on campus for inperson learning remained safe and healthy. As we move away from the COVID pandemic and the related health protocols, a focus of improvement is to make sure that we reconnect with our families and return to the rich and inviting environment that was our school campus pre-COVID. We are constantly mindful of the challenges that some of our families have in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and County Office of Education, we are able to identify and ensure that our homeless students are being provided with access to their education, including transportation.|4|5|4|5|4|5|5|3|4|3|4|3|2021-06-28||2021 15635860000000|Linns Valley-Poso Flat Union|3|Linns Valley District uses meetings such as stakeholder meetings to help gather parent/guardian feedback across the community. We will also continue to use Surveys to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 2022 year. We need to see an increase in attendance for our planning meetings and stakeholder meetings. We will combine such meetings with those of higher attendance to increase our parent, community members and staff input in decision-making.|At Linns Valley District, there are usually activities that invite parents to engage with staff such as Back-To-School night including a potluck dinner, Stakeholder Meetings, Board Meetings, Science Board Presentation Night, Winter Program, Spooktacular Planning Meetings, Spooktacular volunteers, Parent/Teacher Conferences, Oral Language Festival, Graduation Planning and the Annual Softball Tournament which is run by parent and community volunteers. We usually have 100% attendance in activities such as Back-To-School night, Winter Program, Teacher Conferences etc but our attendance usually drops at our stakeholder meetings. To increase the attendance at stakeholder meetings, we planned to combine them with our programs of high attendance such as during Back-To-School Night and Oral Language. Due to the Covid-19 pandemic we were unable to meet in-person so we were unable to combine in-person activities with our stakeholder meetings. As a result, we had zoom stakeholder meetings with a 0% parent participation and a 20% parent participation in our surveys. Once it is deemed safe for community members, parents, staff and students to gather in large groups we will continue to work towards the goal of combining well-attended events with our low-attended stakeholder meetings.|Given the ongoing changes beginning March 2020 due to COVID-19, the district made continuous efforts to reach students and families especially those not having internet. Input was conducted with all families including our underrepresented families to develop district plans. Additionally, multiple surveys or questionnaires were sent out throughout the year to various stakeholder groups asking for input related to reopening, school services, and requesting input and feedback for planning. Linns Valley is committed to providing communication to our parents. The feedback from parents requested that this would continue to be a focus. Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions we listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide constant and consistent feedback to our stakeholders by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to inform them how school attendance is important in an effort to reduce our Chronic Absenteeism Rate.|5|4|5|5|4|3|3|5|3|3|4|4|2021-06-10||2021 15635940000000|Lost Hills Union Elementary|3|The district and school sites organize various Parent Advisory Committees such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and Migrant Parent Advisory Committee (MPAC). These committees meet regularly during the school and provide valuable input. Areas of improvement include providing training to parent members and facilitators on roles and responsibilities and recruitment of new parents. The district will ensure new parents to the district, including underrepresented parents, are aware of the opportunities to join decision making committees.|The district offers a variety of workshops, training, and courses for parents. Although, we have some parent participation, the focus is to increase participation and expand on training already provided. The district will continue to focus on providing parent education on areas of need based on local and state assessments and other tools. We will use parent leaders to assist in engagement of underrepresented families.|The district reaches out to parents in a variety of ways throughout the school year (surveys, personal phone calls, text messages, virtual meetings, flyers). Community School Coordinators are assigned to each school site and their primary role is to organize welcoming events were families and the community feel connected and engaged to the schools. The district will continue to focus on supporting staff to learn about family's strengths, cultures and goals for their children. We will continue to explore strategies to engage all families including underrepresented families.|3|3|2|3|3|2|3|3|2|2|3|3|2021-06-16||2021 15636100000000|Maple Elementary|3|The LEA works with a consultant and a group of colleagues to share resources, seek support and provide high quality professional development, coaching and support for teachers and Administrators.|All information is regularly provided to all families in their primary language.|We have a history of close relationships with each of our families and maintain very close and constatnt community on multiple platforms.|5|5|4|5|4|4|4|4|4|4|4|4|2021-06-10||2021 15636280000000|Maricopa Unified|3|One strength is the Maricopa Unified School District is it's open and inviting of input from families and provides multiple avenues for input. Going forward the District will provide more support for underrepresented groups such as EL families.|One of the strengths of the Maricopa Unified School District is that all staff can, and regularly do, advocate for the need of the students. Going forward the District will provide more opportunities for families to be trained on resources to support student learning and development in the home.|One of the strengths of Maricopa Unified School District is the various forms of communication the District provides for families such as Automated Calling System, Open Door Policies with Administration, and Schoolwise. As the District moves forward in the learning and the application of growth mindset, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.|3|3|2|3|3|3|4|4|3|3|3|3|2021-06-10||2021 15636280127209|Insight School of California|3|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. 2020-2021 school year brought about changes for Insight in regard to their live session schedule. The school switched to a period schedule that reflected a brick and mortar setting and made attendance easier for students. The consistency in the live session scheduled was successful based on our live session attendance as compared to previous years. Insight included in-person onboarding sessions for our families at the beginning of the 2019-2020 school year in order to allow staff and parents to meet in a face to face session before the school year began. The school has also increased in-person outings throughout the school year to allow for more face to face activity time. The outings include recreational activities, college/vocational school tours and community service projects that the students are able to participate in as a high school group. Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses. This has allowed for more students to have the ability to attend. The 2020-2021 school year did not allow for Insight to continue the in-person practices, however, the school shifted to virtual field trips and onboarding sessions via Zoom. Virtual field trips were highly attended due to their not being any logistical issues for students. Insight will continue to offer this as an option due to its success this year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk. The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Met: Academic Advisors make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed. The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight. Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students. Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Social media platforms such as Facebook and Instagram have been a focus for the 2020-2021 school year. Insight has received great feedback from parents and students regarding this addition. Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-08||2021 15636280134312|Blue Ridge Academy|3|One of the ways that Blue Ridge engaged in stakeholder feedback is by providing mini-information sessions to stakeholders consisting of our school’s information centered around the state priorities. The mini sessions are shared with parents, students, and staff every month and includes a recorded presentation and PowerPoints that focuses on a specific topic centered around the LCAP that includes information on how Blue Ridge is currently doing and asks stakeholders to share how we can improve in these areas by completing a survey at the end of reviewing the presentation. Stakeholder input is then collected and reviewed by the LCAP Team. Questions asked in the survey will be generated as part of a Frequently Asked Questions document which will be created and shared with stakeholders to help further guide all involved as we help share more information about the LCAP. The results of the surveys from all stakeholders has been and will continue to be shared as we continue to learn and grow as a school. Furthermore, school administrators have continued to provide immediate updates and communication with our stakeholders. For example, our principal consistently shares necessary legislative updates as needed, sends curriculum and enrichment timeline guidelines, as well as enrollment deadlines. Various departments also provide updates to all stakeholders such as state testing requirements, enrollment requirements, and community connection events. Additionally, the Governance team works closely with all stakeholders and legal entities ensuring appropriate alignment to state and federal requirements for policies, procedures, and guidelines. Due to COVID-19, all Board Meetings have been held via zoom. They are pre-scheduled and listed on our school website and usually held at least once a month. The meeting agenda and board packet are regularly posted and made available to the school website within 72 hours. Teachers and families are encouraged to attend to become familiar with the policy-making process. At the beginning of the board meeting, public comments are solicited to allow for parents to list their concerns and ideas. Blue Ridge stakeholders can also submit public comments to a Board Meeting email address prior to each Board Meeting. Necessary accommodations are made, including auxiliary aides or services provided if needed in order for all stakeholders to participate. As the requirements for a Parent Advisory Committee are only applicable to school districts and county offices of education if they receive federal funding under Title I, Blue Ridge Academy does not operate a parent advisory committee/Board. However, we are meeting the parent feedback and input requirement through our District English Learner Advisory Committee (DELAC) and monthly parent input and feedback school wide surveys. Blue Ridge continues to work on providing and maintaining a District English Learner Advisory Committee (DELAC) to include parents and students of ELs.|Blue Ridge Academy’s teachers continue to work diligently and collaboratively with parents as the ‘Learning Coach’ in providing instructional material and guidance for each student’s educational plan. Within the current school year, emphasis has been placed on core and supplemental curriculum provision and access for all students. Blue Ridge provided a new set of yearly subscription accounts which has been made available to grades TK-8 such as MobyMax, BrainPOP, Touch-type Read & Spell (TTRS), Adobe Creative Cloud, and NetTutor. These accounts provide evidence-based research to help close learning gaps and include Common Core state standards, which also provide a wider range of support in grade levels. The previous accounts catered more to the lower grade levels, and the current accounts are accessible to students in TK through 8th grade. The teacher and parent accounts can also be used as core curriculum options or as a form of supplemental learning. Parents are provided with teacher accounts by request and are able to assign lessons and monitor progress on an as needed basis. The high school team is still working on facilitating guidance for HSTs and is in the process of creating training for further support, such as high school support and training for HSTs in the following areas: CTE Pathways, A-G guidelines, curriculum options, and understanding their role in accessing high school support for their students. There is still a growing need to increase student participation in attending Content Specialist office hours. As a result, the high school team and administrators will continue to increase ways to engage students and deliver resources to families to utilize the support of subject matter experts. Blue Ridge academy plans to extend the use of Content Specialists to the Middle School grade span based on PLC feedback from teachers. Blue Ridge provides a substantial amount of richness in curriculum which supports students in preparation not only for statewide testing, but long-term global opportunities. Middle/elementary curriculum options include Common Core State Standards, are evidenced-based, hands-on and cater to multiple learning styles. Various curriculum options also include live instruction in addition to online synchronous and asynchronous learning. Several options also include placement tests to help the family identify a starting point in their learning. Careful consideration in selecting the curriculum that works best for the student is always communicated and shared between the HST and the family. Additionally, conversations and scheduled discussions with the High School Counselor, HSSCs, HST, and family prepares middle schoolers for curriculum options and setting students up for success for high school curriculum discussion and planning in addition to creating the student’s course schedules to ensure long term effects of high school classes and success course completion for graduation requirements.|Based on stakeholder feedback, the ongoing changes in charter school law and academic requirements for our homeschool families, further guidance, tools, and support is needed to help our staff and families to foster academic success for Blue Ridge students. The Family Liaisons have provided information sessions for prospective Blue Ridge families that include curriculum options, what to expect at learning period meetings, understanding the parent’s role and the HST’s role, state testing requirements, etc. Future parent training and ‘coffee conversation sessions will include detailed information regarding the parent’s role/responsibility and what is expected such as work sample submission, attendance requirements, state testing and benchmark assessment participation over the course of the school year and through the summer session. Our Family Liaisons are also working with the vendor team to create a Video Library that will be shared with our Blue Ridge staff and families. The Liaison Team is also working on creating a Blue Ridge Bulletin by sending parent newsletters on the 1st and 15th of every month starting in July of 2021. This action was implemented based on the ongoing request for additional support from Blue Ridge families who would like to continue learning how to successfully homeschool their children and continue to build on their growth and development. The newsletter will also include information from various departments such as Community Connections for field trip events, the Lending Library for free curriculum resources, and Enrichment and Curriculum. Blue Ridge families have been given a list of standards based curriculum choices that are available for the summer as well as the next school year, in an effort to allow families the time and tools to make an earlier and more informed decision about their students' learning path.|4|4|4|4|4|4|4|4|3|3|3|3|2021-06-21||2021 15636280137687|California Virtual Academy at Maricopa|3|"Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation and Social & Emotional Learning. Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: • Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. • For students, more opportunities to interact in CC sessions • Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. • We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. • The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Two-way communication between parents/families and school, include: • ParentSquare • K12 Learning Coach App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student’s Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participate in future survey. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, stakeholders are asked to provide input on procedures, programs, and policies. An area that will positively impact the school’s culture is Social and Emotional Learning (SEL). In SY 20-21, CAVA will implement a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact upon the school’s culture, all stakeholders are involved in the SEL mission."|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-08||2021 15636690000000|Midway Elementary|3|School uses scheduled parent and community meetings to discuss LCAP goals and actions. This allows for input from a diverse group. Parents are also encouraged to attend parent volunteer meetings to develop and support events. These meetings are sent out via text, phone calls, and monthly calendars that capture all families. Parent surveys are administered annually and allow for input for continued improvement.|School uses scheduled parent and community meetings to discuss LCAP goals and actions. This allows for input from a diverse group. Parents are also encouraged to attend parent volunteer meetings to develop and support events. These meetings are sent out via text, phone calls, and monthly calendars that capture all families. Parent surveys are administered annually and allow for input for continued improvement. We also publish on our school site the Board Policies and Annual Notice to Parents that assist parents with their rights and responsibilities.|Teachers accept daily phone calls and emails to keep communication open to student needs and interventions. We also have web-based sites that support parents with information on student grades and textbook resources. The school is also working towards having access to Board Policies via the school website in the coming year. Superintendent attends meetings on building partnerships with stakeholders through Kern County Superintendents of Schools monthly meetings. Parent rights and responsibilities are posted in English and Spanish on School Website.|5|5|4|5|5|4|5|4|4|4|5|4|2021-10-12||2021 15636770000000|Mojave Unified|3|In our most recent survey, a majority of parents felt that schools actively seek parent input into decisions related to their student(s) education. Although this is an area that has increased in recent years, the Mojave Unified School District acknowledges the critical importance of improving in this area. To help facilitate this improvement, multiple opportunities are established to engage all student groups: Eight LCAP community forum meetings are held throughout the school year, both in Mojave and in California City. Multiple DELAC and LCAP District Advisory Council (DAC) meetings are also conducted to engage parents in the planning process and get input for LCAP development. LCAP surveys are available to all parents, as well as students and staff. Quarterly ELAC and School Site Council meetings are held at the site-level. LCAP presentations/updates to the board are delivered on a quarterly basis with opportunities for input/questions. An African American Advisory Council has been established to provide input and recommendations for the LCAP development. Special Education parent nights are held in Mojave as well as California City. Annual Parent Involvement Committee (PIC) meetings are conducted to influence the revision and approval of our parent involvement policy.|The Mojave Unified School District prioritizes the building of relationships and trust with the families and communities we serve. Our 2nd LCAP goal emphasizes this: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” As part of that goal, action 8 states that MUSD will: “Implement implicit-bias and cultural awareness training, as needed, to develop strategies for meeting the needs of a diverse population of students, improving teacher-student relationships and building school-community trust.” Progress in this area is revealed by annual LCAP parent surveys, which show that a majority of parents have indicated that they felt invited to give their input and participate in the decision making process. However, this is still an area in need of continued improvement. Focus groups will be established to better understand how we can meet the needs of our students and families. Additionally, we continue to offer multiple opportunities for parents to engage in meaningful communication with educators. This includes traditional methods (parent teacher conferences, meetings, office hours, phone calls, emails, etc.), and also different electronic avenues (Facebook, Parent Portal, Class Dojo, Remind101, websites, In-Touch K12, a new app-based parent portal, etc.). During the 2020-21 school year MUSD partnered with the Parent Institute for Quality Education (PIQE) to create opportunities to empower and inform parents. This is a partnership that is preserved in the newest edition of our LCAP.|This is an area that the Mojave Unified School District has continued to strengthen with the expansion of LCAP stakeholder feedback opportunities, the creation of new advisory councils, and the addition of staffing to assist with educational partnerships. To further improve in this area, our LCAP has funds dedicated to: providing professional development; expanding the participation of parent volunteers by exploring methods of reducing cost prohibitive barriers; increasing community outreach efforts; coordinating input opportunities for community groups and organizations in order magnify outcomes; organizing frequent opportunities for community participation in the development of the LCAP; and, utilizing social media, surveys and other communication resources to actively seek stakeholder feedback and organize community outreach activities. In recent years an African American Advisory Council was established, and a Director of Educational Partnerships position was created to focus on building partnerships for student outcomes. In an effort to provide families with information to support student learning and development in the home, MUSD will also be adding access to an app-based version of our Parent Portal system. Our most recent LCAP also includes a provision of transportation and childcare to increase participation of socio-economically disadvantaged parents in school and district activities.|3|3|3|4|3|3|3|4|3|3|3|3|2021-10-05||2021 15636850000000|Muroc Joint Unified|3|Muroc Joint Unified School District engages parents with weekly surveys. The data from the surveys were compiled and used to complete the self-reflection tool. Weekly engagement will allow the district to identify areas of concerns and prioritize initiatives based off of stakeholders feedback. In addition to weekly surveys, Muroc Joint Unified School District will provide weekly update videos driven by the surveys. This will ensure the district is engaging in 2-way communication between families and educators. Muroc Joint Unified School District will continue to build upon this initiative and push for diverse stakeholder feedback. Muroc Joint Unified School District created multiple task forces that included the following stakeholders: teachers, Collective Bargaining Units, administrators, principals, classified staff, and parents. These meetings were used to engage with a diverse group and make decisions as a team. A focus area would be to increase participation with students.|Muroc Joint Unified School District planned to provide a comprehensive Universal Design for Learning professional development series. However, this initiative was postponed due to school closure. Muroc Joint Unified School District will look to resume this initiative for the 2021-2022 school year. Muroc Joint Unified School District has hired a school counselor dedicated to family outreach. An area of focus would be to continue with planning and implementation of a Multi-Tiered Systems of Support and Positive Behavioral Interventions and Supports. To improve the engagement of underrepresented families, Muroc Joint Unified School District will look to provide more outreach in the form of workshops for parents. This initiative will be articulated in the LCAP.|Muroc Joint Unified School District engages parents with weekly surveys. The data from the surveys were compiled and used to complete the self-reflection tool. Weekly engagement will allow the district to identify areas of concerns and prioritize initiatives based off of stakeholders feedback. In addition to weekly surveys, Muroc Joint Unified School District will provide weekly update videos driven by the surveys. This will ensure the district is engaging in 2- way communication between families and educators. Muroc Joint Unified School District will continue to build upon this initiative and push for diverse stakeholder feedback. In regards to a area of focus, Muroc Joint Unified School District would like to increase progress in supporting staff to learn about how to identify a family's needs, culture, and strengths. Muroc Joint Unified School District will look to provide professional development in this area. To build upon engagement with underrepresented families, Muroc Joint Unified School District will look to provide more outreach in the form of workshops for parents. These initiatives will be articulated in the LCAP.|4|4|3|4|3|4|4|4|4|4|4|4|2021-06-23||2021 15636930000000|Norris Elementary|3|Based on the most recent Parent Survey, which was administered in the 2019-20 school year, 94.4% of parents/guardians believe the district provides a variety of opportunities for parents to share input and feedback. The district gathers this information in various different ways through stakeholder meetings that are held throughout the year. Each LCAP goal is presented during the stakeholder meetings along with a summary of the actions included within the goal. After these are shared, parents are encouraged to share their input and opinions regarding the goals and actions and whether they perceive them as effective and appropriate or if there should be changes. The stakeholder groups that include parents as participants are Parent Teacher Club, English Language Advisory Committee (site and district), District Advisory Committee, and School Site Councils. All of these avenues provide parents/guardians with opportunities to provide input and feedback. The district and school sites use multiple methods to encourage participation in these committees so we can glean input from a variety of sources. Although we encourage involvement from multiple angles, it is often difficult to get parent participation in these committees and meetings, especially with our underrepresented families. One barrier that we believe affects attendance is that many of these meetings take place during the workday when it is difficult for people to get away. Moving forward, we are focusing on offering more evening opportunities as it is often more feasible for families to attend at that time. In addition, providing activities for children during the meetings so parents do not have to secure child care will increase attendance. There is also potential to offer virtual attendance at these meetings giving families flexibility in how they participate. The district prioritizes involving parents in the decision making process and want to ensure families feel they have ample opportunity to participate in these stakeholder meetings.|The Norris School District takes pride in the fact that we have a high rate of parent participation. According to the most recent Parent Survey, which was administered in the 2019-20 school year, 98.1% of parents feel welcome when they visit their child's school. The district and school sites encourage parent participation to the fullest extent. Multiple means of communication are used to solicit parent participation in the day to day activities of the classroom as well as with larger school events. Even parents who work full-time and are unable to volunteer during the regular school day are given opportunities to provide support from home and participate beyond school hours. The strong ties developed between the school and its families are integral to every student's success. One of the areas we continue to focus on as a district is having teachers initiate positive contacts with parents regarding student achievement and behaviors. It is important that both the challenges and successes of our students are being communicated to parents on a regular basis. By focusing on making positive contacts and establishing trusting relationships with parents, it makes the more difficult conversations easier to have if and when necessary. The ultimate goal is for all of our students to be supported academically and socio-emotionally so they can be successful in every aspect of life.|In order for students to be successful, school personnel and families must work as partners to provide a positive learning environment and eliminate barriers. According to the most recent Parent Survey, which was administered in the 2019-20 school year, 97.6% of parents feel that the district values them as partners in their child's education. The district views parents/guardians as a critical component in student achievement and success. Although student learning primarily takes place within the classroom, it must be reinforced and supported at home for many students to achieve mastery. Parent conferences are conducted for every student, regardless of academic progress, within the first quarter of the school year. This is a time for teachers and parents to connect and discuss areas of strengths and concerns surrounding the whole student, not just academics. Many times, this is not the first contact the parents and teacher have had so it is often an opportunity to revisit things discussed previously. Conferences are a time for offering clarity regarding expectations and goals for each student throughout the remainder of the school year. Although we believe the district, as well as the individual school sites, effectively establish partnerships with families, we continue to strive for improvement. Our current focus is to improve parent access to resources on the district and school websites. We serve a community that relies heavily on technology for information and communication. It is important that we keep information current and provide as many resources as possible via the websites. The district and school websites are often the first place the community goes for information so it is critical that they are a reliable resource. In addition to making sure the websites are updated regularly, it is necessary to promote the resources available through the use of newsletters, marquees, and announcements.|5|5|4|4|5|4|5|5|5|5|5|4|2021-06-09||2021 15637190000000|Pond Union Elementary|3|Here at Pond, we believe that our families are well informed and have multiple opportunities to be part of the planning process and decision making. We hold meetings that work for them, i.e. an early one and a late one, in order to accommodate all stakeholders. All school meetings and information are both in English and Spanish, in order to accomodate our high population of Spanish-speaking families. Our focus area for improvement is the attendance rate of families in our school-wide meetings. There is minimal attendance of underrepresented families on our in-person meetings. These families include those who socioeconomically disadvantaged, limited English proficient and students with special needs. We have made the parent and family engagement one of our goals in our upcoming LCAP.|"Here at Pond, we believe the importance of partnering with families to support student learning and development both in the home and at school. Encouraging and engaging our families to participate in school activities and programs is an ongoing job. We have seen an increase of family involvement because of Covid. The school and families have partnered together during this difficult time to ensure that students are safely and effectively learning both at home and at school. There is frequent and open communication between the school and families about the measures and programs in place at school during this pandemic. There has been an increase of family interest to discuss student progress and improving student outcomes. They had fully supported our expanded school year because families understood the massive learning loss that occured due to COVID. To improve the engagement of families we have asked them to be a ""room parent."" Through this, they can participate and plan activities for their students and at the same time help the teacher. We still believe that this has more room to grow. Thus, we have made the parent and family engagement one of our goals in our upcoming LCAP."|We believe that here at Pond, we are continuously seeking to improve our capacity to build a trusting and respectful relationship with our families. Through online surveys and stakeholder feedback, our parents and students have shared that they enjoy and feel welcome and safe in our campus. We have provided multiple opportunities, both online and in-person, for families and educators to engage in 2-way communication, especially during this pandemic, through the use of online platforms and in-person meetings and conferences. One focus area for improvement is to increase the engagement of our underrepresented families. We will improve the engagement, participation, and volunteerism of our underrepresented families by involving them in our school activities. These families include those who socioeconomically disadvantaged, limited English proficient and students with special needs. We will also better equip and support our staff's professional learning on how to better engage our underrepresented family's strengths, cultures, languages, and goals for their children. We have made the parent and family engagement one of our goals in our upcoming LCAP.|3|3|2|3|2|2|2|3|2|2|3|3|2021-06-08||2021 15637500000000|Rosedale Union Elementary|3|Over the past few years seeking parent input through surveys and meetings has guided the action steps in our LCAP plan. The information gathered helps us develop goals that are aligned with our local needs. This year we are looking at ways to increase parent involvement by providing parental educational programs.|Building partnerships with parents is a strength of RUSD. Through the pandemic and distance learning, we feel the relationships and partnerships have become even stronger. The RUSD would like to strengthen the area of building relationships with underrepresented groups in the school community by doing more outreach and developing parent educational programs.|The Rosedale Union School District values the input from all stakeholders as we plan, develop, and implement all action steps towards our District FOCUS (LCAP). To achieve the greatest input from our stakeholders, surveys were distributed to all parents, students, and staff. All questions allowed for stakeholders to reflect on current and proposed action steps as they are aligned with our local FOCUS plan (LCAP). In addition to these surveys, meetings with our school site councils, district advisory councils, parent-teacher clubs, unduplicated student groups (DELAC), staff collaboration with district administration, stakeholder input collaboration evenings, and bargaining groups were conducted throughout the year where student outcomes, conditions of learning, and engagement are discussed as it relates to our overall district goals.|4|5|3|4|4|4|5|4|4|4|4|3|2021-10-12||2021 15637680000000|Semitropic Elementary|3|We had 135 parents from all grade levels complete a survey. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 95.8% agreed and 4.2% disagreed. When asked if parents feel they participate in decisions that improve student achievement, 95.4% agree and 4.6% disagree. Overall, parent response were such that the overall parent engagement was positive. The results of the survey were shared with the board and public at a public board meeting in October 2021.|We had 135 parents from all grade levels complete a survey. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 95.8% agreed and 4.2% disagreed. When asked if parents feel they participate in decisions that improve student achievement, 95.4% agree and 4.6% disagree. Overall, parent response were such that the overall parent engagement was positive. The results of the survey were shared with the board and public at a public board meeting in October 2021.|We had 135 parents from all grade levels complete a survey. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 95.8% agreed and 4.2% disagreed. When asked if parents feel they participate in decisions that improve student achievement, 95.4% agree and 4.6% disagree. Overall, parent response were such that the overall parent engagement was positive. The results of the survey were shared with the board and public at a public board meeting in October 2021.|3|4|4|4|4|4|4|4|4|3|3|4|2021-06-03||2021 15637760000000|Southern Kern Unified|3|The District and its schools have numerous strengths with regards to seeking input for decision making. Each school site holds eight school site council meetings annually. The District’s LCAP Committee has several parents on it. The Committee meets twice monthly to develop the LCAP. The District holds regular DELAC meetings. The District conducts numerous surveys that collect input from the school community. The surveys are in English and Spanish. The District uses the data collected from these surveys to plan school programs.|The District has many strengths when it comes to building partnerships with families. The District does a good job of providing families with information and resources to support student learning and development in the home. Every student in grades TK-12 is issued a laptop to take home. Students use their laptops to engage with digital curriculum in all core subjects. Students use a variety of applications for productivity, research, communication, creativity, personalized academic support, and a digital library. The District provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families. This is done through Capturing Kids Hearts professional development. The District has Implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This includes parent teacher conferences, IEP meetings, SST meetings, and 504 meetings. In the 2019-20 California School Parent Survey, on the question, “School encourages me to be an active partner with the school in educating my child,” 63% of respondents agreed or strongly agreed. In 2021, the District administered an LCAP survey to the entire school community, in English and in Spanish. There were 493 respondents. Suggestions for improving family engagement included: Advertising events in multiple ways would be a good start. Food, feed them and they may come. Make the fingerprinting/Livescan process more convenient and less expensive. Give better notice. More then a few days. Communicate big events even awards with more notice so we can work around work schedules. Provide Spanish translations as default, not afterthought. Many parents do not attend because they need child care for younger siblings. If we provided child care for parents for afterschool and evening meetings if might be helpful. To facilitate families attending school events, the District will be providing child care at all family events. The District will offer parents additional training and learning opportunities, for instance technology training, math and literacy nights, science fair, etc.|"The District included a wide range of stakeholders in the self reflection process. This included the LCAP Committee, which consists of teachers, administrators, classified employees, a Board member, parents, and a student. The District is providing professional learning and support to teachers and principals to improve a school’s capacity to build relationships with families. This is done through Capturing Kids’ Hearts training, which includes developing relationships with families. About 100 faculty and staff members have been trained in CKH. SKUSD has a lot of strengths in communicating with families. The District has a new, modern website that we keep updated with postings about upcoming events. The school sites sent out monthly newsletters. The school and district send out phone, email and text messages regularly. The schools and district post information to the district Facebook page, and also communicate with families via Twitter. In the 2019-20 California School Parent Survey, 83% of parents/guardians indicated that they had attended a general school meeting. 75% of respondents indicated that they had attended a parent teacher conference. 81% indicated that school staff treat parents with respect. In the 2021 LCAP Survey, parents identified having additional meeting opportunities as a focus area for improvement: ""In addition to Back to school night there should be Open House later in the year. Also now there is only one opportunity to conference with parents and there should be at least two. An additional conference should be added at the end of the 3rd quarter."" To facilitate two way communication with families, the District will be providing a translator at all school events. The District will be holding an Open House at the end of the school year at each school site. The school sites will increase the number of family nights with topics that are relevant to families."|4|3|2|3|3|3|3|3|3|3|3|2|2021-06-09||2021 15637840000000|South Fork Union|3|While the South Fork District does well encouraging parent participating. The district continues to struggle to get parents to participate and engage. The district intends to remove barriers such as transportation and child care by offering these to parents, especially our underrepresented families.|While the South Fork District does well encouraging parent participating. The district continues to struggle to get parents to participate and engage. The district intends to remove barriers such as transportation and child care by offering these to parents, especially our underrepresented families. In addition, the district utilizes a Blackboard system to keep parents alerted to upcoming school related events and opportunities for engagement.|At South Fork Elementary School District: 89% of our parents indicate the school encourages them to be an active partner with the school in educating their child. 89% of our parents indicate the school actively seeks the input of parents before making important decisions. 88% of our parents indicate they feel welcome to participate at school. South Fork School District chose the California Healthy Kids parent survey because it is the most comprehensive tool to provide key data on school climate and safety, learning supports and barriers, and stakeholder engagement, as well as youth development, health and well-being. This survey provides a wealth of information to guide school improvement and Local Control and Accountability Plan (LCAP) efforts, particularly in regard to the state priorities of enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. The district will supply parent trainings, conferences and family nights to encourage parent engagement in their student's education. The district will provide refreshments, supplies and child care with a focus on parents from underrepresented families.|4|4|4|4|4|3|5|4|3|3|3|4|2021-06-24||2021 15638000000000|Taft City|3|The Taft City School District's current strengths and progress in the area of Seeking Input for Decision Making includes the continuous communication with parents and the scheduling of family events including Back to School Night, Parent/Teacher Conferences, and before school meet and greet sessions for incoming kindergartners. The Taft City School District is seeking to improve the engagement of underrepresented families by intentionally scheduling ongoing opportunities for parent-teacher communication and interaction.|The Taft City School District continues to strive to build partnerships and has identified a focus area for improvement in the engagement of underrepresented families by establishing a Board study session to strategize actions to improve building partnerships with parents in 2021-22.|The Taft City School District's current strengths and progress in the area of Seeking Input for Decision Making includes the continuous communication with parents and the scheduling of family events including Back to School Night, Parent/Teacher Conferences, and before school meet and greet sessions for incoming kindergartners. The Taft City School District is seeking to improve the engagement of underrepresented families by intentionally scheduling ongoing opportunities for parent-teacher communication and interaction.|5|5|5|5|4|4|4|4|4|4|4|4|2021-06-23||2021 15638340000000|Vineland Elementary|3|The Vineland School District deploys an annual district wide parent/guardian survey. There were 101 respondents representative of 25% of our total student enrollment. 58% of parents responded that the school provides enough opportunities for parents to participate in making decisions that affect the district/school. The Vineland School District plans on strengthening this number by soliciting more parents to participate in the survey and also to provide in the LCAP more opportunities for parents to participate in decision making. Currently, the district provides many opportunities for parents to participate in decision making through the following committees: School Site Council, ELAC , DELAC, Booster Parent Club, Local Control and Accountability Plan meetings, and by attending Vineland School District Board of Trustees meetings. A focus area of improvement would be to effectively train the staff on building capacity to effectively engage unrepresented families.|The Vineland School District is committed to building relationship with the families in our educational community. Various programs and events have been established to initiate outreach and make connections with parents . The LEA's current strengths include; community outreach to build capacity with the parents. The Vineland School District, which is located in a rural community, excels in this area going above and beyond in making connections with the families. The LEA community events include Trunk or Treat, Thanksgiving Feast, School Carnivals, Harvest Celebrations, La Posada Christmas Festivities, and Color Splash, and Cesar Chavez Beautification Project. The LEA also has a full time Community Liaison, who also resides in the community, and knows the families and assists them with their needs. The area of improvement is to continue to build the capacity of trust to a large Migrant community, who fears the current political climate.|The Vineland School District is committed to 1) provide professional learning and support to staff to improve the school's capacity to partner with families and 2) to provide families with information and resources to support student learning and development in the home and 3) to implement policies or programs to teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes and 4) support families to understand and exercise their legal rights and advocate for their own students and all students. The LEA's current strengths are the bi-annual Parent Conferences. The Norm throughout the county is to have one Parent Conference per year. The VSD excels in this area because there are TWO Parent Conferences; one at the beginning on the year and one Mid-Year. The teachers meet with the parents to discuss student progress and ways to work together for student achievement. A focus area of improvement is to further inform supporting families to understand and exercise their legal rights and advocate for their children by providing more opportunities for guest speakers to provide information. Staff effectively engage family members in advisory groups and decision-making on a continual basis. Advisory committees exist for groups such as English learners, Migrant, and Special Education. Strategies to reach and seek input from underrepresented groups include efforts to provide events during daytime hours as well as evenings and Saturday hours, and providing transportation, meals, and child care for a variety of meetings. The District will continue to build its capacity to effectively engage families in decision-making and implementing of family events, including further engagement of underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-18||2021 15638590000000|Wasco Union High|3|The District’s strengths in Seeking Input for Decision Making includes multiple opportunities for all families to provide input on policies and programs, including advisory groups. The many opportunities to provide input on policies and programs come from the LCAP stakeholder engagement process and Advisory Meetings that include CTE and English Learners. A focus area of improvement includes increasing the opportunities for families, teachers, principals, and district administrators to evaluate family engagement activities at school and district levels. Providing more opportunities to evaluate family engagement activities will provide the input needed from parents and families to make adjustments to current activities and improve the overall process of seeking input for decision making.|The District’s strengths in Building Partnerships for Student Outcomes include providing families with information and resources to support student learning and development in the home. Communication with parents and families occurs from multiple sources and recent progress in this area has expanded communication strategies to include email and text, including English to Spanish text translation. A focus area of improvement includes increasing the professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Increasing professional learning and support in this area will improve the school’s capacity to partner with families because teachers and principals will become more knowledgeable about how to communicate with families and improve strategies in partnering with families to improve student outcomes.|The District’s strengths in Building Relationships include the creation of a welcoming environment for all families in the community. The progress made in this area stems from small group “table discussions” of the LCAP stakeholder engagement process and the way in which parents and the community are addressed when entering the campus of both sites. Although this was more challenging during the pandemic, the District was able to hold a virtual version of the previous meetings. Facilitators were assigned to breakout rooms and the participation was similar in numbers to previous years. A focus area of improvement includes increasing the use of language that is understandable and accessible to families during meetings that involve communication between families and educators. Making language more understandable and accessible will improve the engagement of underrepresented families by reducing the barriers created when educators speak with too many acronyms and educational jargon that is not often recognized by underrepresented families and the community.|3|3|3|3|3|3|3|3|4|4|4|3|2021-06-24||2021 15735440000000|Rio Bravo-Greeley Union Elementary|3|RBGUSD continues to succeed in offering ample engagement opportunities for decision-making and sharing through the academic school years. Parents are offered to attend and participate in a variety of advisory groups including but not limited to SSC, DAC, ELAC, and DELAC. The district continues to annually seek parent input several times throughout the year. The district offers opportunities to all stakeholder groups including parents, teachers, principals, students, and staff. The district will focus on continually building the capacity of and supporting principals and staff to effectively engage families in advisory group opportunities. Focus on including families and stakeholders will include the underrepresented families within the district.|RBGUSD has continued to provide professional learning and support to teachers and principals to improve a school's capacity to partner with families. The district would like to focus improvement on enriching parent/family access to information and resources to support student learning and development in the home setting. Specifically, the district would like this focus area to target those families and engagement of underrepresented families.|RBGUSD continues to maintain strong community engagement. With the coming 2021-2022 school year, post-COVID-19, the district will focus improvement on increasing the number of parent nights. The district will improve the engagement of underrepresented families by offering various times and dates for engagement. The district will also continue to focus on making technology and internet access is available in the homes to the families of students of the unduplicated student count. The district will continue to develop staff's level of strategies to share with family's strengths, cultures, languages, and goals for their children.|5|5|4|5|5|4|4|4|4|5|5|5|2021-06-14||2021 15737420000000|Sierra Sands Unified|3|The district's relative current areas of strength and progress include building the capacity of and supporting principals and staff to effectively engage families in advisory groups and building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. A focus area for improvement is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. The district is in the exploration and research phase of improving in this area. The district will improve the engagement of underrepresented families through increased communication and opportunities to be involved in student education through parent education.|The district's relative current areas of strength and progress include providing families with information and resources to support student learning from the home, implementing policies/programs for teachers to meet with families to discuss student progress, and supporting families in understanding and exercising their legal rights to advocate for students. A focus area for improvement is providing professional learning and support to teachers and principals to improve a school's capacity to partner with families. The district is in the exploration and research phase of improving in this area. The district will improve the engagement of underrepresented families through increased communication and opportunities to be involved in student education through parent education.|The district's relative current areas of strength and progress include developing the capacity of staff to build trusting and respectful relationships with families, creating welcoming environments for all families in the community, and developing multiple opportunities to engage in 2-way communication and using language that is understandable and accessible to families. The use of ParentSquare for most communications has enhanced parent engagement and frequency of communication. A focus area for improvement is supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. The district is in the exploration and research phase of improving in this area. The district will improve the engagement of underrepresented families through increased communication and opportunities to be involved in student education through parent education.|3|3|1|3|1|4|3|3|3|3|2|1|2021-06-17||2021 15739080000000|McFarland Unified|3|Our schools have run advisory groups such as ELAC and SSC for many years. We have designated representative on each SSC to be part of our district advisory council as well. As previously mentions, we provide food and child care in order to make it easier for our families to attend our meetings without worrying about the welfare of their families. Our parents are provided information regarding their ability to participate in the groups in the form of written invitation, phone messages, and social media. Our parents are provided several opportunities during the year to provide input on policies and programs, but participation has been low. Thankfully, we discovered during COVID-19 shutdowns, many of our parents are willing to attend meetings virtually. We intend to continue to provide virtual options to accommodate as many parents as possible.|This year we have opted to partner with PIQE (Parent Institute for Quality Education) in place of Parenting Parents. PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students. Classes are offered in both English and Spanish in our district. Engagement our parents in this process will help build a network of informed and empowered parents. We also have partnered with Fresno State to offer Parent University, where parents can receive training in areas such as computer literacy. Upon completion they receive a Fresno State certificate indicating their success. We continue to provide funding to each site for parent engagement activities. Each site has a parent involvement plan and are taking action to improve their part in the parent involvement process. In our community it is difficult for our families to attend events in the evening because of identified barriers such as lack of childcare. In order to improve in this area, we have identified the need to dedicate additional dollars for parent engagement in order to provide things such as child care and dinner to the attendees.|With the adoption of a new Student Information System (Aeries) we also now have access to a platform called Parent Square. Parent Square has improved our ability to communicate with our families in many ways. The ease of sending notices through this platform has allowed us rot be more efficient in our communication process. Our LCAP surveys indicated a need to continue to improve Teacher to Parent communication. Or surveys showed that nearly 20% of our parents did not feel our teachers made time to discuss their child's progress with them. This year we have reinstitute mandatory Parent/Teacher conference at all schools and are confident that this will help in this area. To engage our underrepresented families we have made the effort to employ bilingual receptionists at each site. Our offices remain open until 4pm everyday. Also, for parent/teacher conferences we are mandating at least one evening in the spring and one in the fall where teachers will be on campus for conferences until 7pm which should allow families time to attend outside of typical work hours.|4|4|3|4|4|4|4|4|3|3|3|3|2021-10-12||2021 16101650000000|Kings County Office of Education|3|An area of strength where we would like to continue improving is the LEA’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and decision-making. Parents are invited to participate in Date Taken to Local Governing Board: ______6/23/2021______ regularly scheduled SSC meetings. We continue to provide materials in English and Spanish and have moved to a virtual platform in light of the Pandemic. An area of improvement where we would like to continue to focus on is the LEA’s progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community. Our goal is to explore other ways to reach out to parents to attend engagement meetings. Tapping into community groups as a way to better reach out to families would be a way to explore and solicit feedback. The LEA will improve stakeholder input of key decision-making by exploring new ways to gain feedback. Ways include the use of technology to reach out to stakeholders and/or the implementation of community partnerships to form lasting and meaningful relationships.|An area of strength where we would like to continue to improve is the LEA’s progress in creating welcoming environments for all families in the community. Due to COVID, in-person parent meetings were difficult, however, we worked diligently to provide a virtual space for school leaders and parents to work together. An area of improvement where we would like to continue to focus is the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. To strengthen these relationships teachers will reach out to parents on a more regular basis. Currently, the goal is to call parents to share positive messages. The LEA will improve the engagement of underrepresented families via the implementation of technology to regularly reach out to families. Reminders to be sent out to families and reinforced via community partners such as probation officers. We will look into incentives regarding family registrations to encourage participation.|An area of strength is related to the Title I and Schools Site Council (SSC)/School Plan for Student Achievement (SPSA) work surrounding communication we have completed. We have worked diligently to promote parent communication and the opportunity to provide input as we work together to advance student achievement. An area of improvement where we would like to continue to focus on is the LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. To strengthen these relationships teachers will reach out to parents a minimum of once per quarter to discuss student progress and build relationships. The LEA will improve partnerships by soliciting feedback for all student achievement plans. Parents will be surveyed via digital means and phone calls. Improving partnerships with parents will be strengthened by continued outreach.|3|3|3|3|4|3|3|3|5|3|3|2|2021-06-23||2021 16638750000000|Armona Union Elementary|3|Strength: 1) As a district, we will go the extra mile to provide a safe environment for quality parent input. 2) We look for every opportunity to involve parents in all aspects of student-focused decision making. Focus area: 1) Our focus is to continue to build capacity to work together for a long term family engagement program. We are also working to develop processes that would allow more opportunities to have families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Strengths: 1) Twice a year parent teacher conferences are well advertised and attended. Over 90% participation districtwide. 2) Disseminating relevant to parents in a timely manner. Focus areas: 1) More capacity building in the Middle School for parent involvement. 2) Providing additional training to assist staff in building respectful and meaningful relationships with families. We are working to develop processes to better support families to understand and exercise their legal rights and advocate for their own students and all students.|Strengths: 1) Monthly parent nights are diverse and focused on content and engagement. We provide food and multiple translators to assist in building a welcoming culture. Focus area: Providing more opportunities such as coffee hour to promote communication and an open environment for families to feel connected. We are working towards developing additional ways to encourage and support staff in learning about each family's strengths, cultures, languages, and goals for their children.|3|3|3|4|3|4|4|3|4|3|3|2|2021-10-14||2021 16638750101717|Crossroads Charter|3|Crossroads Charter Academy does a great job of making our families feel welcome and included in their child’s education. One area of need is making sure that all families are included in all stakeholder decisions, hence the reason we started a School Site Council. An area of progress continues to be to provide encouragement to all families to participate in these meetings. A focus area is to seek input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community. These groups include unduplicated pupils as well as homeless students, students with disabilities, students at risk of abuse, neglect, or exploitation, disengaged students, and students who are below grade level. These groups will continue to be a priority in our Expanded Learning Opportunities Grant plan.|This is an area of strength for Crossroads Charter Academy in that our staff get to know the students who return year after year. Our teachers can remain the student’s teacher of record depending on the credential type; ie. A single-subject teacher could remain with a student from the 7th-grade year until they graduate, or a Multiple subject credentialed teacher could be the teacher of record starting the student’s kindergarten year through 8th grade. Each student/parent is greeted every day by our front office staff. Our I.T. employee works with students and families who may be having any difficulties in logging on to their computers or having connectivity issues. An area of progress continues to be an outreach to families and students to engage more in our Site council meetings. A focus area would be providing foster and homeless youth rights and offering them opportunities to learn how to advocate for their own education.|Area of Strength: Crossroads has recently purchased Parent Square which allows communication between the school site, parents, students, and staff. This app gives us the ability to post to a message board, send an email or text message. Teachers also utilize in-house email, phone calls, and other communication apps to best meet the needs of students and parents. Area of Progress: Crossroads Charter Academy started a Student Site council and an ELAC representative to better capture the interest of all families especially underrepresented students. We will continue to advertise and encourage all parents to attend and be a part of these groups, especially our underrepresented groups of parents. Area of Focus: We would like to continue to focus on raising participation in school functions and participation opportunities.|4|4|4|5|4|4|4|3|4|4|4|4|2021-07-08||2021 16638750112698|California Virtual Academy at Kings|3|"Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation and Social & Emotional Learning. Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: • Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. • For students, more opportunities to interact in CC sessions • Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. • We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. • The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Two-way communication between parents/families and school, include: • ParentSquare • K12 Learning Coach App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student’s Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participate in future survey. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, stakeholders are asked to provide input on procedures, programs, and policies. An area that will positively impact the school’s culture is Social and Emotional Learning (SEL). In SY 20-21, CAVA will implement a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact upon the school’s culture, all stakeholders are involved in the SEL mission."|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-09||2021 16638830000000|Central Union Elementary|3|"The LEA has policies and structures in place for advisory groups including training and supporting family members to actively engage in the advisory group including decision-making. The focus area identified for improvement is in ""providing opportunities to have families, teachers, principals and district administrators work together to plan, design, implement and evaluate family engagement activities as school and district levels. The LEA will develop guidance for a more systematic process for families and staff to work together in the plan, do, evaluate process relative to family engagement activities. It will also investigate best practices and barriers to engagement of underrepresented families."|The LEA provides professional learning and support to teachers in professional learning communities, closing the achievement gap especially for underrepresented students, and Multi-Tiered System of Supports. The LEA seeks staff input regularly regarding professional learning needs. Policies and programs are in place for teachers, families and students to discuss progress and work together including parent conferences, student study teams, retention meetings, and the parent portal. Parents (92%) feel teachers keep them well-informed about how their child is doing in school. Based on Parent Survey 2021, 88.4% of parents feel they receive useful information on how to help their child improve and learn at home. The District is developing Districtwide Grade Level Resources for parents focusing on Essential Standards. These will be provided to all parents also supporting improving engagement of underrepresented families.|Parents agree (96%) that staff build trusting and respectful relationships with families (Parent Survey 2021). School Connectedness initiatives continue as a part of the district's overall work in developing a Multi-Tiered System of Supports including supports to address the social-emotional and behavioral needs of all students. Parents comment on the growth particularly in providing a welcoming environment. Based on the 2021 Parent Survey, 97% of Parents agreeing that a friendly, welcoming environment is provided for all parents. An understanding of our families is the foundation for all growth in Family Engagement. Staff report understanding the cultural, langauge, strengths and parent goals for their students at a rate of 95% and 97% of parents report that their school teacher students to positively embrace diversity. As a next step, the district is working on development of a student inventory to be completed by all parents regarding the preferred method of communication, strengths, weaknesses, culture, languages, and goals for their children. This will be completed for all students including underrepresented families to ensure staff have a system for learning about each family. The district is implementing a new 2-way communication system system including teacher, site, and district level communication and embedded translation.|5|5|4|3|4|4|4|4|3|4|3|3|2021-06-14||2021 16638910000000|Corcoran Joint Unified|3|The District seeks to gain input and feedback from parents throughout the school year. Multiple opportunities for this to take place occurs in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Local Stakeholder Advisory Council (LSAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping our district reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities. The schools will continue to reach out to underrepresented families to have them participate in parent advisory councils, school surveys, school and district activities, volunteering, or partnering with the school to provide valuable feedback regarding school/district services. District team members will also work with school administrators and parents to refine key questions used in district surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.|Every school promotes events such as Back to School Night, Open House, Literacy Nights, Math Nights and multiple school events including music performances and assemblies. Healthy, Happy Families, Suicide Prevention, Wellness Workshops, and other events also promote parent participation at the district-level. There is a collective effort by the District and the sites not only to promote the events, but to establish partnerships with parents to improve student outcomes. Each school is implementing or enhancing partnerships with families in the areas of attendance, academics and behavior. They do this through Student Attendance Review Teams (SART) that work with families to help improve student attendance, Study Support Teams (SST) provide additional academic support, 504 Meetings or Behavior Support meetings where schools and parents identify appropriate behavioral supports for students and develop an intervention plan. An identified focus area for improvement is to provide families with information and resources to support student learning. The District would also like to provide training and information sessions to the sites for teachers, administrators, and families to discuss student progress and ways to work together to support improved student outcomes using the District Parent Liaison. The schools reach out to underrepresented families for parent conferences, participation in ELAC or SSC or to give these families voice by having them participate in DELAC or the district’s Local Stakeholder Advisory Council.|Staff is available and visible to families before and after school. The District has worked on providing school site offices with training to promote welcoming environments for families and community members. In addition, each site has translators and printed materials in dual languages in order to effectively communicate with parents and to engage in conversations about student progress/concerns/assistance. We communicate with our families in a variety of ways: phone calls home, newsletters, ParentLink, Twitter, Facebook, Seesaw, Gradebook, Remind, ParentSquare, ClassDojo, and personal notes. In surveys conducted in the Spring of 2021, 89.6% of parents felt the schools are inviting and a place they belong, while 87.4% of parents feel they are provided the opportunity to give input on decisions. 90% of parents also felt that the school’s policies and programs reflect and value diversity of families in the community. The District would like to focus on creating welcoming environments for all families in the communities. We are also working on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-22||2021 16639170000000|Hanford Elementary|3|"The district's Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC) met regularly throughout the school year. School sites elected parent representatives for these committees. The committees met six times during the school year (two training sessions and four regular meetings). The purpose of the PAC is to engage parents in the LCAP review and planning process, to elicit their input into the district’s LCAP, and to provide them with the opportunity to voice priorities for their students. The DELAC members review EL student achievement and provide recommendations as to how the district's programs can be improved to increase the achievement of ELs. Each school site implemented a school site council. The school site council develops and approves the School Plan for Student Achievement. • 95% of parents strongly agree or agree with the statement ""I receive adequate information regarding parent meeting/activities such as School Site Council, English Learner Advisory Committee, parent workshops, back to school night, and parent education presentations"""|"The district continues to work to develop partnerships with families to build partnerships for student outcomes. The HESD Parent Survey indicates that: • 95% of parents strongly agree or agree with the statement, “The Report to Parents helps me to understand what my child is expected to achieve in ELA and math.” • 95% of parents strongly agree or agree with the statement, “I receive information about my child’s progress in the classroom.” • 90% of parents strongly agree or agree with the statement, “I have been given suggestions/ideas to use at home to help my child meet grade level standards in ELA and math.” • 95% of parents strongly agree or agree with the statement, “When I have questions about my child’s classwork, I can ask for clarification and assistance from my child’s school.” • Parent/teacher conferences were attended at a rate of 99.1%. Area of Focus: Work to “scale up” our system of Parent Academies and Kinder Counts activities to reach more families"|"The Hanford Elementary School District has done extensive work in building relationships between our schools and families. • The district, school administration, and individual teachers make extensive use of the district's online communication tools including Remind, Zoom, and Teams to communicate with families. • The District’s (and school site) websites provide information about school operations, our instructional programs, and opportunities for involvement and participation in decision-making. • The district initiated a Facebook feed as another layer of communication. • The district surveys parents for feedback and input. The HESD parent survey, conducted prior to the school closures, indicated that parents overwhelmingly satisfied with communication between the school and home and with opportunities to participate in school activities and decision-making. o 93% of parents indicate that there are adequate opportunities for me to become involved in my child's school. o 95% of parents strongly agree or agree with the statement ""I receive information about my child’s progress in the classroom. Area of Focus: Continue to develop and implement the district’s online communication tools."|4|5|3|4|3|4|5|4|4|4|4|4|2021-06-23||2021 16639250000000|Hanford Joint Union High|3|HJUHSD believes with nearly 5000 students, and surveys are the most accurate and efficient way to seek parent input. The surveys we chose represented both school culture and parent engagement, two areas the HJUHSD LCAP identifies as goals.|HJUHSD looks for feedback to gain insight into the needs of our students. We utilize town hall meetings, Site Council meetings, District LCAP meetings, Advisory Committees, and surveys from students/staff/parents to provide feedback about student needs and our academic programs. Each site has developed a written family and parent engagement policy. In addition, each school has developed a parent/school compact. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It was evident to us that our students were struggling with social and emotional issues. As a result, we have developed an intervention system to identify students who need social and emotional support. In addition, we will continue to provide academic intervention to increase students’ ability to transition into post-secondary opportunities. HJUHSD made all of these adjustments to our programs based on input we received during our stakeholder engagement process. We will evaluate the effectiveness of these processes through surveys, College Board AP statistics, and by measuring the number of college-ready students.|HJUHJSD sought input from parents through our Parent Advisory Committee and with surveys sent to all homes. Our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. The district has partnered with stakeholders on academic, behavioral, and social issues so students and families can understand such topics as the challenging State academic standards, State and local academic assessments, and how to navigate student progress and work with teachers to improve achievement. As an LEA, we provide time three to four times per month where students have a late start so all staff can work on curriculum equity, student assessment, and instructional strategies. A portion of this time is dedicated to the value of communicating with, and working with parents as equal partners, implement and coordinate parent messages, and build ties between parents and the school. The input of the Site Council drives these activities. Staff consistently reviews state academic standards, state and local academic assessments and illustrates student progress. We also partner with parents at both our ELAC and DLAC meetings. We have increased opportunities for the informed participation of parents and family members with disabilities. Parents and family members of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by purchasing resources that automatically translate messages to the home language identified by the parents on our student information system.|3|3|3|3|3|3|3|3|3|3|3|3|2021-09-28||2021 16639250137901|Hanford Online Charter|3|- SSC meetings - WASC subcommittee meetings - Title 1 meetings - HJUHSD community forums/town hall events|- Weekly parent/student/teacher meetings - Increase in translated materials for home - MTSS training for all teachers coming from home sites - Progress monitoring, weekly, graduation status, referrals, attendance, and credit accrual.|- In-person meetings with families since July and continuing through August 17th forward with the start of school. - Surveys of parents and students, ongoing - Intake and orientation meetings, in-person - ParentSquare- a new communication vehicle that translates everything into home language through email and text. - SSC meetings|4|5|4|5|4|5|5|4|5|5|5|4|2021-10-12||2021 16639330000000|Island Union Elementary|3|Currently, we receive input from a multitude of parents who are from a variety of backgrounds. We surveyed all parents. Our parents of EL's were personally called and given the survey to be sure to get their input. Island has advisory groups, such as Boosters and SSC, who are given opportunities to make suggestions on programs and policies. We will continue to reach out to those parents who do not give input about their concerns and all students' needs.|We offer multiple opportunities for parents to receive training, provide input, and be involved in their child’s education. This year we are putting emphasis on the social emotional well being of our students as well as staff. We will be providing continued training and support throughout the year. We will continue to work on finding more, and different, ways to get the parents who don’t get involved, involved. We had an additional time frame for parent conferences at the mid first trimester so that we could be proactive in assisting the students and parents, working as a team, to support successful academic performance and progress.|We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved. We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families. Parent volunteerism was not allowed during COVID. However, we are preparing to campaign for parents to return to campus soon and implement activities allowing them to participate.|4|4|2|4|3|4|4|3|4|4|4|5|2021-06-23||2021 16639336010466|Island Elementary|3|Currently, we receive input from a multitude of parents who are from a variety of backgrounds. We surveyed all parents. Our parents of EL's were personally called and given the survey to be sure to get their input. Island has advisory groups, such as Boosters and SSC, who are given opportunities to make suggestions on programs and policies. We will continue to reach out to those parents who do not give input about their concerns and all students' needs.|We offer multiple opportunities for parents to receive training, provide input, and be involved in their child’s education. This year we are putting emphasis on the social emotional well being of our students as well as staff. We will be providing continued training and support throughout the year. We will continue to work on finding more, and different, ways to get the parents who don’t get involved, involved. We had an additional time frame for parent conferences at the mid first trimester so that we could be proactive in assisting the students and parents, working as a team, to support successful academic performance and progress.|We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved. We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families. Parent volunteerism was not allowied during COVID. However, we are preparing to campaign for parents to return to campus soon and implement activities allowing them to participate.|4|4|2|4|3|4|4|3|4|4|4|5|2021-06-23||2021 16639416010474|Kings River-Hardwick Elementary|3|The Kings River-Hardwick School District seeks parent and family input in many ways. Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club. These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities. It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making. This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.|The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with out families. We are truly a team, working together wit hour parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment. All staff are committed to building and maintain strong, trusting relationships with our families, and are aware of the important role they play in this endeavor. We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis. These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips. In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc. Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children. At the beginning of each school year, teachers make person contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families. In addition, the district utilizes Bloomz, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, as well as engage in two-way communication with school staff. This platform also enables parents within a class or specified group, to communicate with one another via text or email. In addition, teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay connected with what their children are doin in class. This communication platform is available in multiple languages, which enables all families to access interactive communication with the school and district. The Bloomz platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families. It is our goal to further enhance and extend our outreach to the families of our English learner children. Although they only comprise approximately 6% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them. It is important that we understand the goals they have for their children and are properly equipped to help their children achieve those goals.|KRH seeks to continually improve the partnerships we have with our families to support and enhance student learning outcomes in all areas. Teachers & administrators receive ongoing PD in effective ways to improve the school's capacity to partner with parents. At KRH we are fortunate to have strong family ties to the community we serve & a parent population that actively seeks opportunities to partner with us. This level of parent engagement plays a large part in the success of our students. Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students & families. These events provide families the opportunity to become acquainted with the school, their child's teacher & the rest of the staff. Teachers provide parents with an overview of grade level standards, class expectations, methods of communication & ways parents may become involved in supporting their child's education. During BTSN or MTTD, parents also have the opportunity to sign-up for the class communication account, Bloomz. In order to ensure parents receive the information & resources needed to support their child's learning in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of first trimester. During the conference, teachers share student progress with parents & their current level of performance on each standard reported. In addition, teachers provide parents with resources & information they may utilize to support the specific learning needs of their child at home. Conferences are an excellent opportunity for parents to see portfolios and artifacts of their child's work, ask questions, & discuss ways they may work together with the school to support improved learning outcomes for their child. The school also provides parent workshops and information sessions to enhance parents' ability to support student learning at home. These workshops help build a common foundation & understanding around the standards their child is learning & provide them with information & resources they may find useful when working with their child at home. KRH supports parents in understanding & exercising their legal rights and advocating for their children. As a charter school district, more than 50% of the student population attend on an inter-district transfer. Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education. We continue to foster that advocacy through parent engagement & involvement opportunities, providing information in our Student/Parent Handbook, & communication during Parent Advisory, SSC, ELAC & PBC. Our goal is to focus on improving the engagement of underrepresented families through continued utilization of video conferencing & other virtual media structures found to be effective at reaching a wider range of our families during the pandemic who have not otherwise participated consistently.|5|4|5|4|4|4|4|4|5|4|4|4|2021-06-29||2021 16639580136556|Kings Valley Academy II|3|Parents appreciate the fact that the school invites parents to meetings and receives notifications on student progress. Parents of SPED and 504 students appreciate they can share input during those meetings. KVA II can improve on making parents more aware of events and parent meetings to increase input and attendance. One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, most of them responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. The school will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings. The pandemic was an obstacle early on last year, and our Parent Advisory Committee meetings decrease in attendance. We actively try to engage parents and make it point to have our materials in English and Spanish, when possible.|Families have appreciated the resources and communication during remote and distant learning. The school has still tried to do activities for students to get involved in. KVA can improve by conducting more school events. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “The school goes out of their way to call/email and remind students to come in and try to build a relationship.” The school meets with parents/guardians at the beginning of the year to plan out their students courses for the year. Regular check-in occurs monthly. We always need to focus on communicating parental/guardian educational rights with all families. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and ELAC meetings. The school informs parents of their rights during IEP meetings. There is always room to improve when striving to engage underrepresented families. It would be helpful at orientation to further educate families on how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercise their legal rights.|Parents students and stakeholders feel KVA II is welcoming and cares for all students. There is two-way communication in a variety of ways such as emails, phone calls, texts, home visits, and L4L connect. The school can improve on getting more parents and students connected to L4L connect and Google platforms for school and communication. Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 34 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 1540 parents attending orientation, conferences and awards last year. Parents report the following, “My child is comfortable with the teacher. They are friendly and give one on one help.” Parents shared that our school has built trust with students and parents. One parent shared, “Me and my student felt very welcomed,” and another shared, “I feel my child is treated with respect by all teachers and staff.” In the last survey, 81% of the parents said they felt it was easy to contect the teacher. Our staff communicates with parents/guardians through weekly phone calls, texts messages and email concerning student academic progress. Many staff members are bilingual and help with communication in order to meet the needs of our community.|5|5|5|5|4|4|4|4|4|4|4|4|2021-06-10||2021 16639660000000|Lakeside Union Elementary|3|Lakeside chose to use a locally created survey to garner parent input. We include questions that relate to all district LCAP goals, actions and services. We have a specific parent engagement goal: Lakeside Union School District will provide opportunities and services to parents that establish and maintain a positive and collaborative relationship for the benefit of our student’s academic success. This goal includes actions to support parent engagement, such as a parent liaison. This position works to build positive partnerships between home, school, and community. Lakeside has established foundations through aligned systems for parent engagement to support continued student success. As we have had an increase in parent participation within our committees , we continue to maintain an area of focus for improvement relating to ensuring that parents of all student groups are represented .|Increasing parent participation continues to be a focus at Lakeside. We continue to have a high rate of parent participation in parent-teacher conferences. Parents indicated that they felt their child’s school and teachers are providing flexible parent conference times to increase access for parents to attend. An area of focus for improvement in this area is establishing increased opportunities for parent-teacher communication throughout the school year beyond the two parent-teacher conferences offered .|Lakeside supports parent involvement school events such as: back to school, family game nights, open house and school carnival. Parent survey comments for these events were very positive as parents look forward to returning to in person versions during the 2021-22 school year. The Lakeside family encourages teachers, staff, and families to work alongside one another during these opportunities as “One Big Family”. An area of focus for improvement in this area is increasing parent participation in classes offered by the Parent Liaison and outside agencies including topics relating to academic standards and strategies to support students at home .|4|5|3|5|4|4|5|5|5|5|5|5|2021-06-17||2021 16639740000000|Lemoore Union Elementary|3|The district seeks to gain input and feedback from parents throughout the school year through a variety of means, including those noted above. Multiple opportunities for this to take place occur in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Parent Advisory Council (PAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping LUESD reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities. The schools will continue to reach out to underrepresented families to have them participate in some of the parent advisory councils as well as having them volunteer at the school.|"Building parent partnerships is important to LUESD. Every school promotes events such as Back to School Night, Open House, literacy nights, Latino Literacy Project and multiple school events including music performances and assemblies. Gifted and Talented Education (GATE) parent nights and ""Coffee with the Superintendent"" events also promote parent participation at the district-level. All of these events were severely impacted by the effects of the pandemic. Large group gatherings were not possible for the majority of the year while most of the meetings or school events were, instead, conducted in a virtual format. For the coming year, there will be a concerted effort to not only promote the events in-person, but to establish partnerships with parents to improve student outcomes. Each school has recently implemented or enhanced partnerships with families in the areas of attendance, academics and behavior. These include a Student Attendance Review Team (SART) that works with families to help improve student attendance, Study Support Teams (SST) to work with families to provide additional academic support and Tier 2 behavior plans that are established with parents to identify appropriate behavioral supports for students. The schools reach out to underrepresented families for parent conferences, participation in ELAC or SSC as well as DELAC or the district’s Parent Advisory Council for participation in district-level meetings."|A parent survey was conducted in January of 2021 that received 249 responses compared to 1,605 the year before. The drop in the response rate was due to conducting the survey only online as most parents prefer completing a hard copy of the survey. Based off of these survey responses, 95% of parents feel the school provides a friendly, welcoming environment for parents and families. 84% of parents are satisfied with the communication between parents and their child’s school, compared to 93% the year prior. The schools have been working to improve two-way communication with families and the community including utilizing methods for increased online communication including Bloomz, Remind, ClassDojo. The effects of the pandemic limited the opportunities parents could meet with teachers and other staff members face-to-face which likely affected the results of the survey this year. The LEA’s effort to learn about each family’s strengths, cultures, languages and goals for their children is an area where we need to improve.|4|4|3|4|3|3|4|4|4|4|4|3|2021-06-15||2021 16639740100156|Lemoore University Elementary Charter|3|The school has an advisory council which is made of representatives of the major stakeholder groups including families, students, staff and district members.|The school utilizes multiple media to communicate with families and community members. These include Facebook, Instagram and Twitter. We also use more traditional means like flyers and phone messengers.|The school keeps families informed regarding their rights with annual information sent home both in hard copy format and provided via electronic access. This information is also available on their own via the school website.|5|3|5|3|2|3|4|4|3|3|4|3|2021-06-15||2021 16639820110205|Lemoore Middle College High|3|On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt that LMCHS keeps them well informed about their student’s progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student’s interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.|Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LMCHS is utilizing a Certificated teacher to provide additional tutoring and regular two-way communication for our students classified as English Language Learners. This will allow improved access to resources and opportunities for families to provide meaningful input to LMCHS.|The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%). Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%). This was an area that we work hard to ensure students had appropriate access to. This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers.|4|4|4|4|4|4|4|4|5|4|4|4|2021-06-10||2021 16639900000000|Pioneer Union Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2020-2021 survey, 228 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 64% of parents are aware of the District Parent Advisory Council, 35.5% are aware of the English Language Advisory Committee, 71.5% are aware of the School Site Councils, 41.7% are aware of the Title I meetings, 78.1% are aware of the Parent/Teacher Clubs, and 18.9% are aware of the Wellness Committee. Even during the COVID-19 pandemic, the District continued to hold these parent engagement opportunities through virtually or socially distanced means.|On the parent survey, 96.1% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. During the COVID-19 pandemic, teachers had regular daily office hours that parents or students could attend to ask questions and communicate with their teachers. Additionally, through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|"Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 99.12% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school."" Additionally 95.61% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."" The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in MTSS and a future identified need for culturally responsive teaching professional development. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community."|4|4|3|4|2|4|4|4|5|5|5|4|2021-05-12||2021 16639900116699|Frontier Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2020-2021 survey, 228 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 64% of parents are aware of the District Parent Advisory Council, 35.5% are aware of the English Language Advisory Committee, 71.5% are aware of the School Site Councils, 41.7% are aware of the Title I meetings, 78.1% are aware of the Parent/Teacher Clubs, and 18.9% are aware of the Wellness Committee. Even during the COVID-19 pandemic, the District continued to hold these parent engagement opportunities through virtually or socially distanced means.|On the parent survey, 96.1% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. During the COVID-19 pandemic, teachers had regular daily office hours that parents or students could attend to ask questions and communicate with their teachers. Additionally, through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|"Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 99.12% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school."" Additionally 95.61% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."" The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in MTSS and a future identified need for culturally responsive teaching professional development. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community."|4|4|3|4|2|4|4|4|5|5|5|4|2021-05-12||2021 16639906010557|Pioneer Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2020-2021 survey, 228 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 64% of parents are aware of the District Parent Advisory Council, 35.5% are aware of the English Language Advisory Committee, 71.5% are aware of the School Site Councils, 41.7% are aware of the Title I meetings, 78.1% are aware of the Parent/Teacher Clubs, and 18.9% are aware of the Wellness Committee. Even during the COVID-19 pandemic, the District continued to hold these parent engagement opportunities through virtually or socially distanced means.|On the parent survey, 96.1% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. During the COVID-19 pandemic, teachers had regular daily office hours that parents or students could attend to ask questions and communicate with their teachers. Additionally, through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|"Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 99.12% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school."" Additionally 95.61% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."" The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in MTSS and a future identified need for culturally responsive teaching professional development. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community."|4|4|3|4|2|4|4|4|5|5|5|4|2021-05-12||2021 16639906110233|Pioneer Middle|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2020-2021 survey, 228 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 64% of parents are aware of the District Parent Advisory Council, 35.5% are aware of the English Language Advisory Committee, 71.5% are aware of the School Site Councils, 41.7% are aware of the Title I meetings, 78.1% are aware of the Parent/Teacher Clubs, and 18.9% are aware of the Wellness Committee. Even during the COVID-19 pandemic, the District continued to hold these parent engagement opportunities through virtually or socially distanced means.|On the parent survey, 96.1% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. During the COVID-19 pandemic, teachers had regular daily office hours that parents or students could attend to ask questions and communicate with their teachers. Additionally, through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|"Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 99.12% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school."" Additionally 95.61% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."" The District is working on supporting staff on learning about each family’s strengths, cultures, languages, and goals for their children through its continued work in MTSS and a future identified need for culturally responsive teaching professional development. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community."|4|4|3|4|2|4|4|4|5|5|5|4|2021-05-12||2021 16739320000000|Reef-Sunset Unified|3|Strengths: The district has hired a Family Engagement Coordinator to help increase addressing the coordination of services and education for families. A Family Engagement Center is being established to provide a community hub for education classes, support, and services. DELAC and DAC parent group meetings. Focus Area: LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. We want to increase parent participation in the areas of policy making. This may not be an area parents are comfortable with and/or understand why their voice is important and it is our responsibility to help improve in this area.|Strengths: A caring staff that is open to learning and helping to support the needs of students and families. The addition of a Family Engagement Center and administrative staff to begin to establish programs and structures to help build partnerships to improve student outcomes. Focus Areas: We will continue to focus on providing families with information and resources to support student learning and development in the home. Also, helping to support families to understand and exercise their legal rights and advocate for their own students and all students.|Strengths: Our staff helps to provide welcoming environments to our families and is cognizant of language and cultural barriers that may deter families from engaging with the school system. We adjust to meet the needs of all cultures and languages. This is seen as we bring in the various cultures into school events in the form of food or other items that have been requested by the families. Training for staff includes Culturally Responsive Teaching and Social Emotional Learning. Focus areas for improvement include: LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|3|4|3|4|2|2|2|2|3|2|3|3|2021-06-17||2021 17101730000000|Lake County Office of Education|3|Through necessity, we developed a number of structures to ensure engagement of all families, including families of underrepresented students. Even with in-person learning returning, we will continue to use the structures that were successful in the past year.|The LEA continues to reach out to the families of our underrepresented families. Structures in place to ensure engagement include intake meetings, IEPs, School Site Council, Celebrations and daily phone calls.|With the pandemic, and distance and hybrid learning in place, staff worked very hard to keep our families up-to-date on what the schools were doing to keep children safe and to ensure a high quality education. This included zoom and some in-person meetings, phone calls, and flyers and letter that were sent home. Our Alternative Education teacher met her students around the county at locations near student homes to stay connected to the students and families.|5|5|5|5|4|4|5|3|5|5|4|4|2021-06-23||2021 17640140000000|Kelseyville Unified|3|KVUSD is at full implementation in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. This is evidenced by family participation in our English Learner Advisory Committees, School Site Councils, District Advisory Committees, and LCAP community input opportunities. A focus area for improvement for the district is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Another area for improvement is the development of a Native American Parent Advisory Committee for the 2021-22 school year.|The Kelseyville USD Welcome Center is a one-stop, full-service facility focused on providing both new and returning district families everything they need for a successful start to each school year, facilitating the enrollment of new students, and transfering students between district schools. All school sites and the District Office employ bilingual (English and Spanish) staff who are readily available for providing information and translating conversations for our Spanish speaking families. A focus area for improvement is the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. The focus for 2021-22 will be working with families to improve the social and emotional well-being of our school community.|Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families will focus on the social and emotional well-being of students and families in 2021-22. All school sites provide a variety of opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes including Back to School nights, regularly scheduled parent-teacher conferences, encouraging parent requests for meetings with individual teachers, and participation in parent advisory committees including English Learner Advisory committees, School Site Councils, and the District Advisory Committee. Families are provided with annual notifications that describe their legal rights for exercising their legal rights for advocating for their own students and all students. Notifications are provided in the families home language and translation services are available upon request. A focus area for improvement for the district is the development of a Native American Parent Advisory Committee for 2021-22.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-18||2021 17640220000000|Konocti Unified|3|KUSD currently holds stakeholder meetings with students and parents to collect feedback to be used in the creation and implementation of programs to improve learning. The district is developing strategies to improve and increase stakeholder engagement and feedback in order to provide stakeholders with more input into the decision-making process.|The District is currently exploring how to implement policies and programs to educate our unduplicated students and their families about student advocacy, as well as opportunities to improve student learning in the home. The District has scheduled stakeholder meetings to facilitate this education and will continue to use the feedback received to build these programs to better support our students and families.|KUSD's focus is on providing increased communication to underrepresented families to increase engagement and gain stakeholder feedback. This feedback is intended to be used to improve the education of our unduplicated students. The District has committed to improving the content and impact of these communications by utilizing a communications consultant who specializes in this area. In addition, the consultant is utilizing more varied communications channels in an effort to increase reach.|2|3|1|2|3|3|2|1|1|1|3|2|2021-06-14||2021 17640300000000|Lakeport Unified|3|During the 2020-2021 school year we sought input in many ways from 'Town Hall Meetings' to 'parent, staff, and student surveys'. A core group of parents and families participated in most activities again, we attribute low level of participation to the pandemic. In the development of the LPAC, we did have representation from a wide variety of stakeholders, but some of the stakeholder groups were smaller than usual.|Despite the pandemic, each school site held virtual 'Back to School' nights and 'Open Houses'. All school have fully functioning School Site Councils that continue to meet via Zoom during the school year. Attendance at the District English Learner Advisory Committee (DELAC) and the two site English Learner Advisory Committee (ELACs at LES and TMS) was slightly improved over last year. The LES and TMS PTOs held reduced numbers of meetings and activities as well as CLHS Booster Club. The Lakeport Enhanced Education Foundation (LEEF) continued to offer grants to teachers and programs.|During the pandemic it has been a challenge to maintain / build new relationships with our families due to limited in-person meetings and conferences. We have worked hard to offer opportunities for families and parents to Zoom into meetings and when available we held hybrid or small in-person meetings. We attempted to hire bilingual staff and ensure that our materials were translated into the appropriate language for parents. The district and school website also have a translation feature and are accessible to persons with disabilities. Throughout the course of the pandemic we used parent surveys in addition to Zoom meetings to gather input from our families and students.|3|4|3|3|3|3|3|3|5|4|4|4|2021-06-17||2021 17640480000000|Lucerne Elementary|3|The Lucerne Elementary School District has an active school site council that discusses pertinent school issues and uses its influence to make school-wide decisions. The LEA can improve on gaining input from underrepresented groups. One underrepresented group that the district will be working to support in the 2021-22 school year is our Homeless families.|The Lucerne Elementary School District has done a good job of informing families of their student's academic progress. The district also has several procedures in place for families to discuss the individual needs of their students. An area of improvement for the District would be encouraging families to exercise their legal rights.|Lucerne Elementary School District continues to look for ways to improve relationships with all stakeholders. The results from our community survey indicate that they feel welcome and respected when they visit our site. There has been ongoing professional development for educators to support them in meeting the needs of our diverse student population. We can improve on how we communicate with families that are non-English speaking.|3|3|3|2|3|4|3|3|4|3|1|2|2021-06-09||2021 17640550000000|Middletown Unified|3|The District transitioned from a survey model of sending electronic surveys out via social media and the website to all families for survey completion, to a format in which parents were engaged at school events and presented data about the District prior to being invited to fill out an electronic survey. The District will look at sending out electronic surveys District-Wide, while continuing to promote local parent engagement events, as COVID restrictions are lifted, and having parent fill out surveys/provide input at these events.|The District transitioned from a survey model of sending electronic surveys out via social media and the website to all families for survey completion, to a format in which parents were engaged at school events and presented data about the District prior to being invited to fill out an electronic survey. The District will look at sending out electronic surveys District-Wide, while continuing to promote local parent engagement events, as COVID restrictions are lifted, and having parent fill out surveys/provide input at these events.|The District transitioned from a survey model of sending electronic surveys out via social media and the website to all families for survey completion, to a format in which parents were engaged at school events and presented data about the District prior to being invited to fill out an electronic survey. The District will look at sending out electronic surveys District-Wide, while continuing to promote local parent engagement events, as COVID restrictions are lifted, and having parent fill out surveys/provide input at these events.|1|1|1|1|1|1|1|1|1|1|1|1|2021-06-22||2021 17640550108340|Lake County International Charter|3|"Our families are consulted on a regular basis using surveys several times each year. Our office also keeps and ""open door policy"" for families who are invited to share ideas, appreciations or concerns when ever it works for them. All community members are invited to participate in our Council meetings held twice each month. All stakeholder input is taken, reflected upon and included in school planning."|Again, the ability to partner with our families has been extremely limited by the Pandemic. We are functioning as a closed campus at this time. Still, we maintain consistent communication with our families to support student learning and development at home as well as in the classroom. We reach out to our families on a regular basis as a group, but also to reflect on the current status of each student through teacher phone calls, report cards and Parent/Teacher Conferences and Student Led Conferences. We try to communicate with our families about their rights and encourage them to advocate for their children.|We have a well established systems for interaction with our families. This has been significantly thwarted due to Covid-19 safety protocols that have been put in place per CDHP guidelines. However, we continue to maintain multiple means of communication between the teachers/office and our families. This is done through a variety of mediums and is consistent throughout the school year. As a school community, we emphasize the beauty and strengths related to the diversity of culture and the individual uniqueness that is each of our members.|4|4|4|4|4|4|4|3|4|4|4|4|2021-06-28||2021 17640550129601|California Connections Academy North Bay|3|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making. It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home. We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We are very proud of our bi-weekly contact rate with our students and their families. We will continue to work to increase this. Additionally, we will find ways to better communicate with our families in their home language.|4|5|3|5|4|5|4|4|4|4|4|4|2021-06-22||2021 17769760000000|Upper Lake Unified|3|Many of the engagement activities on our school campuses were postponed or cancelled due to the COVID-19 pandemic. We will work with site teams and community partners to develop and emerge stronger with a variety of opportunities to engage families in activities at the school and district levels. We have provided multiple opportunities to engage with our schools and we will continue to support our families with communication and participation in the manner that is most beneficial to them (virtual, in person, online or asynchronous).|School sites have adopted universal student information systems and learning management systems to provide learning opportunities and support to the homes of all students. Parents are provided with support to access the electronic content and live (TOSA-office) support to help increase their familiarity with the sites. Hard copy electronic devices and hot spots have also been made available to families in need to ensure that families do not experience barriers in accessing nor advocating for content.|The COVID-19 Pandemic has provided increased opportunities for ULUSD to communicate with families and gain their wishes, wants and needs to help make decisions. The use of zoom, in person, virtual, surveys on paper and electronic information gathering has increased the perspectives of families guiding the decision making process.|5|5|4|4|4|5|5|5|4|5|5|4|2021-06-22||2021 18101810000000|Lassen County Office of Education|3|Lassen County Office of Education has no direct instructional programs and, as a result is still in the exploration/research phase of this aspect of parent engagement. Our staff collaborate closely with LEAs in planning and implementing community-wide events, participating at the event and building familiarity and positive relationships with community members.|Lassen County Office of Education has no direct instructional programs; however, we provide professional development to all LEAs in Lassen County to collect, analyze and act on data which will identify emerging as well as chronic needs of students in our community, particularly for underrepresented socioeconomically disadvantaged families, which constitute a majority of our student groups.|Lassen County Office of Education has no direct instructional programs; however, we work with all staff to increase capacities, welcoming families in the community, supporting staff county-wide to learn about families' strengths cultures and goals, and specifically how to establish meaningful engagement with families of underrepresented families in our community.|4|4|4|4|4|4|4|4|1|1|1|1|2021-06-23||2021 18640890000000|Big Valley Joint Unified|3|Parent feedback at outreach events, LCAP community meetings & stakeholder surveys were used to guide the creation of the 2021-24 LCAP Goals & actions and services which align with our SPSA goal and WASC action plan. Hispanic members have been engaged in contributing to the engagement of additional parents. Information regarding the Parent and Family Engagement Plan (PFEP) is provided via at parent meetings, surveys & the district website. Parent feedback on LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Parents provided feedback and planning support for the development of afterschool activities, parent trainings, experiential learning excursions and educational book clubs via phone interviews, request at district meetings, feedback during meetings and small group discussion. Primary areas of focus have been supporting families with resources (Pandemic EBT, food and resource distribution, housing assistance, etc.), connecting via calls, emails, and social media). An area of continued need is partnerships with parents who do not speak English. Given that all of our non- English language parents speak Spanish, the District will continue its efforts to recruit proficiently bilingual staff; provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non-English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.|Strengths of the District was provided by increased communication options with parents/guardians. The Remind app, ongoing phone calls, Parent-Teacher conferences, student led conferences, weekly grade reports and Social Media messages provided opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occurred via distance transition planning, IEP meetings, teacher calls to parents and site secretary calls to parents. Parent support, including translation and information, is provided for IEPs, transition meetings, parent-teacher conferences, student exhibitions of learning and school open houses. Furthermore, teachers utilize their online office hours during Distance Learning times to support and interact with families and to meet individual students in need of additional support. School staff also worked with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, daily student attendance contact, identification of students as English learners, reclassification process from “English Learner” to “Re-designated Fully English Proficient”. Specific activities, workshops, training opportunities, and staff meetings included topics such as: academic success (A-G Requirements, local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE) was provided. A focus area will be to increase communication with Parent Involvement activities, current research, and available resources. Active recruitment of the Aeries student information system, knowledge of weekly grade reports, and related training materials will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress.|Teachers, parents, and the administrator worked jointly to support families with distance/in-person learning, social emotional supports and parent involvement. The newly established Big Valley Educational Foundation has provided another opportunity for the District to build relationships between school staff and families. The small size of the school district allows for school staff to connect with families in personally, meaningful ways. A focus for improvement will be to continue to encourage more families to participate. Many families live in remote areas of the District. Transportation, cost of fuel, and distance between home and school have been cited for lack of participation for low attendance when activities are scheduled for after school or in the evening. This are challenges that will need to be further investigated.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-23||2021 18641050000000|Janesville Union Elementary|3|A strength of the LEA is the ability to effectively engage shareholders in the decision making process. An example of this would be the School Site Council. The district needs to work to provide additional opportunities for underrepresented groups within the school community to have an active voice in the decision making process.|The LEA has done a good job of creating a structure for parents and teachers to meet and discuss student needs. The LEA needs to focus on building connections that will allow the district to better partner with families in support student learning at home.|The LEA has done a good job of providing opportunities for families to participate in after school activities. The District needs to be more focused and work to identify the specific needs of families particularly in under represented groups|4|4|2|3|2|2|2|4|3|1|3|3|2021-09-09||2021 18641130000000|Johnstonville Elementary|3|Johnstonville Elementary School District is committed to parent and family engagement and input. Teachers provide ongoing communication on a regular basis through ClassDojo and emails. In addition, our staff produces a monthly newsletter and maintains an active Facebook and Instagram presence. Johnstonville Elementary School District uses various methods for seeking parent input, such as our School Site Council and parent/guardian surveys. In our input surveys in fall of 2020, 91% of our parents either strongly agreed or agreed that Johnstonville Elementary School District creates a welcoming atmosphere and are treated with respect by school personnel. In addition, 93% of our parents and 100% of the staff members either strongly agreed or agreed that Johnstonville Elementary School District encourages an active partnership with parents and families to the benefit of students. Finally, 90% of our parents and 92% of the staff members either strongly agreed or agreed that Johnstonville Elementary School District allows for input and welcomes parental contributions regarding the district operations. While the surveys help to inform staff of the school climate, Johnstonville Elementary School District recognizes that participation needs to increase to ensure that underrepresented students and families have easy access to the survey.|Johnstonville Elementary School District work diligently to develop relationships with students, parents/guardians, and all stakeholders to ensure student academic and individual success. Stakeholder input was received through in-person board meetings, eight School Site Council meetings, three evening forums, and several electronic input surveys were used to guide the creation of the 2020-21 LCAP Goals & actions and services which align with our SPSAs goals. Parent feedback on SPSA development and LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Primary areas of focus have been supporting families with resources, connecting via calls, emails, and developing a system of supports for students who struggle academically, social-emotionally, and/or behaviorally. One area that Johnstonville Elementary School District continues to work on is the use of a systematic approach in making the resources and supplemental instructional materials readily available in a family friendly format to assist families in supporting student learning.|Johnstonville Elementary School District is committed to providing a welcoming and positive school culture. The district’s goal to provide a safe learning environment where all students are able to thrive and succeed. Johnstonville Elementary School District staff works hard to reach out to parents and students to create an environment of collaboration and support. Johnstonville Elementary School District regularly communicates with parents, students, and other stakeholders through monthly newsletters, frequent phone calls/text messages and email, the school’s website, and a robust social media presence on Facebook and Instagram. When needed, Johnstonville Elementary School District utilizes a bilingual instructional aide to facilitate communication with EL families. These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school programs. In addition, the school held eight School Site Council meetings and three evening forums for stakeholder input. Finally, the parents and stakeholders of Johnstonville Elementary School District complete several electronic input surveys each year that also informs the LCAP, methods to address student learning loss, and school goals. However, Johnstonville Elementary School District desires to improve the participation rate schoolwide to ensure that all members of the community have the opportunity to voice their opinions. To do this, the survey will be more widely advertised and staff will emphasize its importance when meeting with families and students.|2|2|1|3|1|1|2|1|1|1|1|2|2021-06-15||2021 18641390000000|Lassen Union High|3|Due to the pandemic opportunities for face-to-face events have dramatically been decreased. Thankfully through the use of technology and the TEAMs and Zoom platforms opportunities for digital engagement in meetings have been increased. Parents and community members are able to be involved. Challenges that used to be faced due to travel have been eliminated through the use of technology. We have also seen an increase in partnership and trust with our Native American community. More individuals from our rancheria community have been involved and coming to meetings. On multiple occasions we have had over 10 families join us for meetings to discuss how we can create a more culturally inclusive campus. Numerous attempts have been attempted previously with little or no participation. Additional focus on working with our Latino and Pacific Islander population is a focus. We are trying to procure the necessary equipment to help with translation services for chuuk for our Pacific Islanders.|The district is actively trying to build a partnership with our local community members and underrepresented families. The district has staff members dedicated to attend events to help foster a positive working relationship with our community partners. Attempts to ensure that our staff represents our student body is an important step in building a positive partnership that helps us in providing meaningful professional development that meets the needs of our parents and community members. Additional staffing has been added to act as a liaison and to provide for bilingual services as necessary. In the later part of the year, the use of TEAMs helped to increase the opportunity for communication with our parents. The struggles that some parents faced in getting to school or the time off work to go to meetings or be involved were decreased by the different platforms that came available and were utilized by the district. Outreach opportunities were actually increased and additional support was available to parents and students to increase student achievement. The addition of the Student Support Specialist also helped to provide a parent and student advocate in the front office for parents and students to utilize. This advocate met with the parents and students for disciplinary, academic and social/mental health. Professional development for parents were created for parents to be able to help their children during distance learning. Training on the use of TEAMs and the resources that were provided to our students and parents occurred at the start of the year with follow-up sessions throughout the year. These meeting were conducted by our trained certificates staff and supported throughout the year by certificated and classified staff. According to the California Healthy Kids Survey Academic motivation has increased by 44% over the last 5 years. The district will continue to work with our stakeholders to develop an enhanced communication system to help improve the parents awareness of their child's academic progress and what tools are available for them specifically for those underrepresented families.|Lassen Union High School District has been working hard to to develop a shared leadership approach with our staff and build a positive culture where families feel comfortable sending their children to our schools. Great strides in improving our school culture have taken place in the last five years that can be verified by the California Health Kids Survey. - School Connectedness has increased by 18%. Caring adult relations have increased by 38% and higher expectation have increased by 33% during the same time frame. California Healthy Kids Survey(CHKS) for parents for the 2019-20SY shows that there has been a zero percent increase in the percentage of families who state that school staff treat parents with respect. 74% of parents feel that staff treats them with respect. Additional training needs to be provided to ensure that we listen to our parents concerns and treat them with the level of respect that we would expect to see at our schools. Parents are taking a more active involvement at the school. The district has seen an 8% increase in the number of parents attending general school meetings based on the CHKS.|4|4|4|4|4|5|4|5|4|4|4|4|2021-08-26||2021 18641620000000|Ravendale-Termo Elementary|3|With the small number of families and the intimate setting of the school, the District has continuous interaction with representative members from all groups of stakeholders. We will continue to seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for parents and family members.|The current strength of the LEA lies in the small number of students and the relationship that is built between the school staff and the parents. With only a few families in the community that have students in the school, communication is very personalized. The school invites parents to the site for a variety of engagements throughout the school year. We will work to develop strategies to increase engagement that will fit the needs of our students and programs.|The LEA's current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement at the school, we recognize that it can always improve. Our focus will remain tied to strategies and activities that improve parent engagement across the school year.|3|2|3|2|2|3|3|3|2|2|2|2|2021-06-23||2021 18641880000000|Shaffer Union Elementary|3|Our LEA strength is having a dedicated Parent Teacher Organization, School Site Council, Parent Advisory, and ELAC committees. One of our needs is to solicit more engagement in from our families to allow more input to guide decision-making. This upcoming school year, in an effort to increase parent participation in the Healthy Kids Survey we will be opening up the computer labs to parents to complete the online survey. This will allow greater opportunity for parent input. We will continue to reach out to parents to encourage participation in all of our ongoing planning committees as well.|We regularly encourage participation in school activities for all parents through the utilization of our monthly newsletter, School Wise telecommunication program, school website, and Facebook. We hold monthly family events for students and parents to engage with the school programs and enjoy student performances, classroom projects and art work. Included in these events: Back to School night, Bonfire, Fine Arts Night, Fall Harvest Carnival, Veteran’s Day performance, Winter Performance, Talent Show, Shaffer Community PRIDE night, athletic competitions, PTO Field Day, and the school-wide Walk-A-Thon. This year, we held a nine-week course called Parent University to help parents prepare to support their students in high school, college and career development. We also encourage parents to join the Parent Teacher Organization, School Board, School Site Council and Parent Advisory Committee meetings. We currently utilize an interpreter during our parent-teacher conferences, Student Study Team meetings (SST), and Individual Education Plan meetings (IEP) to discuss goals and student progress. We also provide an interpreter during our ELPAC parent-teacher meetings and during our district ELAC meetings. Our website provides the capacity for our school to home communication to be translated so that all of our parents have access to school information. Some items sent home from the school is translated but we can continue to improve in this area of sending translated communications. The district provides Adult Education classes in learning English as a second language. Part of this class will include English-speaking personnel the ability to increase their understanding of the Spanish language.|Shaffer has calendared a back-to-school night to discuss with parents and students the classroom expectations, state standards to be mastered, and resources available. The district scheduled parent-teacher conferences during mid-term of first and second trimester to discuss data, student progress and develop a plan for student support between the teacher and parent. The district utilizes a Student Study Team to work with students, staff, and parents to develop plans of approach to providing purposeful interventions of support for student success. The district will look to continue the efforts of providing professional learning opportunities to our teachers, paraprofessionals, and administration in developing our capacity to partner with families.|3|3|3|3|3|3|3|3|3|3|3|3|2021-10-19||2021 18641960000000|Susanville Elementary|3|The LEA strengths are that our stakeholder committee, DELAC, Title VI PAC and School Site Councils include representative members from all groups of stakeholders. We will seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for our parents and family members.|The LEA’s current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement in the primary grades, overall participation at the schools wanes as we reach the middle school. Our focus will be to identify strategies and activities to improve parent engagement across all schools.|The current strength of the LEA lies in the relationships between the staff at our schools, the parents and the students. Strong Parent-Teacher Organizations foster trust and build relationships as soon as students enter the District as incoming Kindergarteners. Our DELAC, Title VI PAC and School Site Councils provide parents from a variety of stakeholder groups to participate in educational dialogue with the LEA about student opportunities and programs. We will work to develop strategies to increase engagement that will fit the needs of our programs.|3|3|3|2|2|3|3|2|2|2|2|3|2021-06-23||2021 18641960135756|Thompson Peak Charter|3|The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making. An area of growth continues to be to engage all stakeholders in the review of family engagement activities and the impact on input. Advisory committee will consider how to improve engagement of families, especially in planning, designing, implementing, and evaluating family engagement activities.|The LEA works closely with families. In this independent study program, staff meets individually with the student and their family. An area for growth continues to be supporting families to advocate for their own children. The school will provide information on legal rights when there are procedural questions.|"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes and families are encouraged to participate regularly. The school plans to make additional effort to emphasize two-way communication by providing more frequent small surveys to invite more comments."|4|3|3|3|3|2|3|2|3|3|3|1|2021-10-14||2021 18642040000000|Westwood Unified|3|Parent surveys are provided through a virtual format. Parent feedback at virtual board meetings, LCAP and stakeholder surveys were used to guide us in forming the 2021-2022 LCAP Goals and Actions and services which aligns with our SPSAS & WASC action plans. Information for the Parent and Family Engagement plan (PFEP) is provided at parent meetings and on the district website. Parent feedback on the SPSA and LCAP goes as solicited, encouraged and has been a key element in the development of our LCAP. Primary areas of focus have been supporting families with resources (food, school supplies, devices, and Hot Spots) by connecting through calls and emails.|Phone calls, parent Dash teacher conferences and school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of the student progress occur and IEP meetings and teachers calls to parents. Parent support calming including translation and information is provided for IEP‘s, parent teacher conferences, student exhibitions a learning and school open houses. Specific activities and meetings include topics such as; academic success (A- G requirements) and career and technical education (CTE). A focus will be to increase communication on parent involvement activities, distance opportunities, and access to tools on the parent portal, further increasing accessibility of information on student progress.|Teachers, parents, and administrators work jointly to support families with distance-learning, social emotional support and virtual parent involvement. Parent involvement and participation is a standing board, PD & PLC agenda item and as discussed at every meeting. Parent involvement is also discussed at monthly site council meetings trainings are provided to the following teachers and staff; special education, independent study, English language, attendance, and registrars. A focus for improvement will be to continue to improve multiple methods of family involvement and social media platforms.|3|4|4|3|3|3|2|2|3|2|3|2|2021-10-20||2021 18750366010763|Long Valley|3|The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making. An area of growth continues to be to engage all stakeholders in the review of family engagement activities and the impact on input. Advisory committees will consider how to improve engagement of families, especially in planning, designing, implementing, and evaluating family engagement activities.|The LEA works closely with families. In the independent study program, staff meets individually with the student and their family. In the classroom-based program, teachers communicate ways to support student learning. An area for growth continues to be supporting families to advocate for their own children. The LEA will communicate parent legal rights as underrepresented families have procedural questions.|"The LEA has strength in creating welcoming environments. Each location has a friendly ""customer service"" attitude and families are encouraged to participate regularly. The school plans to make additional effort to emphasize two-way communication to underrepresented families by providing more frequent small surveys to invite more comments."|4|3|3|3|3|2|3|2|3|3|3|1|2021-10-14||2021 19101990000000|Los Angeles County Office of Education|3|Parent Advisory Committee (PAC): LCAP is a standing agenda item for all PAC meetings throughout the 2020-21 school year. Meetings were conducted in English and Spanish. LACOE ED Programs presented the LCAP goals, outcomes, actions and services to parents in a PowerPoint provided to parents in their primary language, with parents providing electronically written feedback and questions for clarity. LACOE administered focus groups for parental feedback and consultation on the Learning Continuity and Attendance Plan and the LCAP. The LCAP was also a standing agenda item at every Parent Education Consultation Program (PECP) session as well as at the LACOE Educational Programs' engagement meetings and parent workshops over the course of the school year, where parent input and feedback were collected. District English Learner Advisory Committee (DELAC) meetings are conducted parallel to the PAC meetings where parents and families are afforded opportunities to provide feedback on district-level English Learner activities. Number of consultation meetings hosted and attendance: 2016-17: 5 PAC meetings held; 50 attendees 2017-18: 5 PAC meetings held; 79 attendees 2018-19: 5 PAC meetings held; 61 attendees 2019-20: 5 PAC meetings held; 47 attendees 2020-21: 5 PAC meetings held; 90 attendees Parent attendance to workshops and learning opportunities is reported as follows: 2016-17: 1,605 attendees; 140 opportunities 2017-18: 2,200 attendees; 205 opportunities 2018-19: 2,105 attendees; 180 opportunities 2019-20: 2,209 attendees; 124 opportunities 2020-21: 2,189 attendees; 162 opportunities|The LACOE Educational Program's (EP) Parent Education and Consultation Program (PECP) provides parent and family engagement opportunities, in English and Spanish, including: workshops, classes, presentations, and other activities throughout Los Angeles County. These engagement opportunities connect families with partners agencies, community-based organizations, and other Couty service providers. In 2020-21, the Office of the Ombudsman participated in every townhall meeting where parents and families have a direct opportunity to ask their questions, express their concerns and seek immediate resolution. In 2020-21, Parent Liaisons facilitated virtual engagements facilitated at varied times, convenient to families. PECP coordinates and plans an annual professional development for Parent Liaisons highlighting evidence-based best practices for parent involvement in school and at home, inter-agency relations with the Department of Probation, Department of Mental Health, and other community-based organizations.|LACOE Educational Programs continues to build and maintain partnerships through the Parent Consultation and Education Program (PCEP). PECP provides multi-lingual parent and family engagement opportunities coordinated through site-based Parent Liaisons. Parent Liaisons develop meaningful relationships with families through weekly phone calls, texts, and other opportunities for interaction including but not limited to: workshops, classes, town halls, and other activities throughout Los Angeles County and engages families in meaningful discussion and feedback related to educational plans. Through strategic partnerships with key college professors and LACOE’s internal equity experts, PECP is providing support to Parent Liaisons for intentional outreach to all population groups. Additionally, PEPC maintains a web page in English and Spanish that contains a calendar of all engagement opportunities by month, and LA County resources and services. In the 2020-21 school year, 2,189 individuals participated in PECP engagement opportunities. Participation experienced an insignificant decrease of 0.1% from the 2019-2020 school year (2,209 participants). When student enrollment is factored in the equation, the participation factor is used (Participation Factor = parent participants divided by the student California Basic Educational Data System (CBEDS) enrollment). CBEDS enrollment for October 2019 was 1008, while for October 2020, enrollment was 699. Hence, 2019-20 Participation Factor is 2209/1008 = 2.19, while the 2020-21 Participation Factor is 2189/699 = 3.13 indicating that the frequency of attendance was higher. There were over 162 PECP engagement opportunities that provided resources, education, support and leadership to parents throughout LACOE schools.|5|5|4|3|4|5|5|4|3|4|4|4|2021-06-15||2021 19101990100776|North Valley Military Institute College Preparatory Academy|3|The Schoolsite Council and Parent Advisory Council are both actively engaging families, but we can and want to do even more. We plan to increase the engagement of platoon company parent representatives on PAC and the number of PAC parents participating regularly in SSC meetings. We believe that parental involvement and input are dramatically better at NVMI than the vast majority of other public schools, but we will want to do much more to engage all families in their children’s NVMI lives. A strategic focus on platoon company representative parents is an essential element of that plan; the hope is that platoon parents help improve the extent of two way communication between parents and the school and give those parents an increased sense of school involvement, influence over school policies and programs, and decision making as regards their children.|A new hire for the 2021-2022 year is a Director of Cadet and Community Engagement, who is charged with responsibility for: *maximizing on- and off-campus family engagement experiences that “meet families where they are at” and take an assets-based approach to capitalize on the many assets our families have and support them in even more fully partnering with NVMI in our collaborative efforts to improve student achievement *providing families with information and resources to support student learning and development in the home *supporting families to understand and exercise their legal rights and advocate for their own students|NVMI has embraced the “Community School'' concept and expanded its offerings to families to increase engagement and the quality and quantity of available services. Medical and dental services, a food bank, legal aid, ESL classes, parenting classes, family mental health counseling, substance abuse disorder counseling, and assistance accessing social services from LA County are all included in this effort. It is NVMI’s goal to ensure 100% of our families are aware of these services and to maximize their use. We are also striving through grant writing and private funding to more broadly expand these efforts. During 2021-2022 we plan to collect baseline data on their use post-pandemic. NVMI strives through such events as cadet-led conferences and annual Four Pillars Conferences to engage families in understanding cadet development in all four of NVMI’s pillars - cadet successes, areas for improvement, action steps to grow in each of these areas, and how families can support those efforts. Ultimately, NVMI wants to create a college going culture that is rooted in the strong belief that all cadets can learn and achieve at high levels, and all families can be integral contributors to that achievement in academics, leadership, citizenship, and athletics.|4|5|5|5|4|4|5|4|5|5|5|4|2021-06-29||2021 19101990106880|Jardin de la Infancia|3|Jardin engages families through the School Site Council meeting; discussing LCAP goals, expenditures, and fostering school community. Jardin will continue to actively seek participation on advisory groups and with decision-making by inviting parents on multiple platforms, such as ClassDojo, school newsleter or in-person at pick up and drop off .|Jardin meets regularly with parents through monthly parent meetings and quarterly parent conferences. Parent meetings allow Jardin to share information and resources with parents to support their child's learning and development. Parent conferences provide a time for teachers to meet with families to discuss student progress and create plans for student progress. Jardin will resume parenting classes through its collaboration in VIP mental health as soon as it the school community feels safe to meet in person.|Jardin has utilized the ClassDojo platform to engage parents in their child's educational experience. Teachers share student successes, weekly academic focus, and classroom activities and events. The ClassDojo platform also allows parents/teachers to directly message one another in the language they are most comfortable with; ClassDojo provides a translation feature. Jardin will continue efforts to assist families that need tech support or access to an internet connection.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-21||2021 19101990109660|Aspire Antonio Maria Lugo Academy|3|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. Some examples are; coffee with the principal, advisory committee meetings that include classroom observations, annual family picnic, literacy events, and community meetings. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan as well as family workshops that will improve the engagement of underrepresented families.|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. Some examples are; coffee with the principal, advisory committee meetings that include classroom observations, annual family picnic, literacy events, and community meetings. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan as well as family workshops.|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. Some examples are; coffee with the principal, advisory committee meetings that include classroom observations, annual family picnic, literacy events, and community meetings. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan.|4|3|3|4|3|3|3|3|3|3|3|3|2021-06-17||2021 19101990112128|Aspire Ollin University Preparatory Academy|3|"""Strength: We have been able to identify ollin families that are willing to be active. Area of opportunity: being able to elicit more families, with diverse perspectives. """|"""Strengths: Taken steps to development more parent engagement with the creation of a parent center. we have started to create workshops and opportunities for families to volunteer and participate in day to day operations. Areas of growth: Development workshops on topics that concern parents and be more available at more varied hours. """|"""Strengths: Different school activities, year-round that focus on community-building and family engagement. Area of improvement: eliciting full participation in parent advisory groups (SSC, ELAC, etc.)"""|4|4|4|4|4|3|4|3|3|3|3|2|2021-06-17||2021 19101990115030|Magnolia Science Academy 3|3|MSA-3 has a monthly meeting called PAC/Coffee with the Admin so parents can stop in and have a meet and greet or voice concerns and recommend new items to make the school more efficient. MSA-3 will focus on well planned SSC and ELAC meetings to involve underrepresented groups.|MSA-3 is investing more to improve students’ test taking skills, along with professional development on classroom management. We also invest in more college counselors to ensure all of our students finish high school and get college acceptances. College Career Indicator turned to “green” with substantial A-G completion as well as SBAC proficiency. We spend a lot of focus on home visits and getting our staff familiar with the student’s families. Building a bond and a connection of trust is the most effective way to improve engagement. One area of improvement is Climate of Support for our students. MSA-3 admin and staff will increase support of families through; 1) Academic engagement meeting academic challenges using UDL support model., 2) providing continued SEL support by using our MTSS Model. 3) acknowledging and celebrating student success each quarter.|MSA-3 has homeless and foster youth liaison. This position allows our families to receive SEL (Social Emotional Learning) support. MSA-3 has CWA to get hear from our parents about the concerns they have, and this allows us to check our practices in regards to academics and school operation. MSA-3 has several engagement opportunities for feedback and growth via social media accounts and school events to ensure our school community is cohesive and collaborative. We have a variety of events( Honor Roll Assembly, Back to School night, Orientation, Parent Teacher Conferences, Open Houses ) and utilize our website and Parentsquare to ensure to communicate important updates, successes and any plans for improvement and change.|4|3|3|4|3|3|3|4|3|2|3|2|2021-06-24||2021 19101990115212|Magnolia Science Academy 2|3|MSA-2 holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings and ELAC meetings. During these meetings parents have the opportunity to review school goals, priorities and decisions being made which are included in the LCAP and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement. To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including stakeholder surveys, and we will make plans to expand upon the existing support and services provided in this area.|MSA-2 provides resources to support student learning at home through multiple workshops such as parent college and through feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to become an advocate for their students and for their school. MSA 2’s communication system ParentSquare keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. Parent Square has also broken language barriers between staff and families through its automatic language translation and thus, facilitates communication across multiple linguistic and cultural backgrounds. Parents also have the ability to check student grades in the school information system, Illuminate, as well as stay updated about student attendance in order to remain informed about their child’s progress in a variety of areas. Moreover, parents receive daily phone calls from office staff members to verify student absences and gather useful information about areas of support which students may need when they return to school. MPS Board meetings are open to MSA2 parents to attend, as the campus is open to the public during all Board and committee meetings. Additionally, parents are able to serve as MPS Board members where they vote on decisions which impact the budgets, operations, and decisions of all ten schools in the MPS charter management organization. Currently, an MSA2 parent serves as the only parent stakeholder on the MPS Board. MSA2 has a Parent and Community Engagement (PACE) coordinator who facilitates parent training, including on topics related to social emotional learning and mental health support. Parents also are invited to attend workshops where English language courses are taught, and college readiness is presented. Parents also serve on the committee to review the School Safety Plan each year in addition to student and staff stakeholders prior to submitting the updated plan to the Magnolia Public School (MPS) Board for approval. To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including stakeholder surveys, and we will make plans to expand upon the existing support and services provided in this area.|MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of the important features of its education program to improve student and school performance. The School holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement. In addition, the school holds Coffee with the Principal meetings each Friday where all parents are invited to join school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community. Further, parents frequently serve on committees which include staff members and students where all stakeholder groups collaborate in planning events, including school dances and award assemblies. Parents are also invited to attend assemblies which celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying. Further, parents are invited to attend school events which are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events. Parent stakeholders also participate in the PBIS committee which includes attending trainings with the Los Angeles County Office of Education (LACOE). MSA2 hosts events which promote a deeper understanding about cultures of families, including a Dia de los Muertos (Day of the Dead) event which included live music and art by students as well as traditional food which was prepared by families and staff members. Parents also participate as chaperones for field trips where they support the supervision of students during off-campus educational experiences ranging from trips to the Los Angeles Zoo and the California Science Center to public and private universities. Furthermore, parents and families attend CIF sporting events where our students compete with local schools in after school competitive athletic events in sports including cross country, volleyball, soccer, and basketball.|5|5|5|5|5|4|5|5|5|5|5|5|2021-06-24||2021 19101990121772|Environmental Charter Middle|3|We had focus groups for the ELD audit and renewal process. We also look at the data from the Healthy Kids Survey.|Our strengths include multiple parent engagement events, for example: Sneak Peek Ice Cream Social, Parent Conferences, Equity and Diversity Committee, School Site Council, Priority Meetings for students, 8th grade tiered system with counselor and D/ELAC meetings.|Environmental Charter Middle School - Gardena works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making. We communicate via a weekly school letter in both English and Spanish and weekly progress reports are sent home with students. We provide prompt responses pertaining to school behavior and use restorative discipline processes. During the pandemic, we made extensive efforts to engage families, including creating a range of surveys to ensure we could address the more specific and time-sensitive needs of our families during the pandemic. These surveys were administered in September, November and April. In addition, when we began bringing students back to campus for in-person learning, participating staff, parents and students received weekly surveys to provide feedback on safety and in-person activities. We provided many digital opportunities for communication between families and school and in many cases saw higher participation compared with in-person events. The feedback received during our efforts to Confront Anti-Blackness and Racism influenced our decision to center student wellness in our LCAP through reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose outcomes indicate equity gaps. ECMS-G will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory, relationships act as a Tier 1 support for social-emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full-time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.|5|4|4|5|4|4|4|3|5|4|4|4|2021-06-24||2021 19101990127498|Environmental Charter Middle - Inglewood|3|Environmental Charter Middle School - Inglewood’s current strength lies in the consistent opportunities during parent meetings to provide elicit input and feedback for decision-making at our school. We host regular meetings that include ELAC, PTA/SIte Council, and African American Parent Partnership meetings for families to discuss, plan, and evaluate school policies and programs such as our LCAP. We have collaboratively hosted with our ECMS-I families our Annual Harvest, Annual Math Night, Book Fairs, and 8th-grade Culmination. We also solicited yearly feedback via parent survey to keep an active grasp on the parents’ perception regarding school climate, student behavior and parent involvement. Ninety- eight percent of our parents who completed our annual parent survey believe that the school allows input and welcomes parents’ contributions and 93% believe that the school actively seeks the input of parents before making important decisions. Additionally, we encourage parent engagement and input with our Equity and Diversity Task Force that holds a specific position for parents to engage with school data, co-select an area for improvement pertaining to equity and diversity, and actively create, execute, and evaluate an action plan. Our current area of focus this year is to increase the capacity of English Language Development Coordinator, Special Education Coordinator, Parent Coordinator and African American Parent Partnership Coordinator to create sustainable practices for engaging our families.|Environmental Charter Middle School - Inglewood’s current strengths in building partnerships for student outcomes include providing several opportunities for parents to engage with staff, teachers and school administrators to discuss student progress and receive resources to support student learning at home. Based on our annual parent survey, 90% of parents felt that they are regularly informed about their child’s classes and class assignments. Regular administrative support and yearly professional developments are provided to teachers. Family partnership opportunities include Parent conferences 3x a year, Weekly progress reports, Regular online access to student grades and assignments, Google classroom, Weekly tutoring for every class, Annual Family Math Night, Coffee with the Principal 5x a year, Online supplemental academic support (Khan Academy, Freckle, Reflex Math), and Monthly topical parent trainings. This year’s area of focus includes providing more opportunities for families to learn and understand their legal rights and how to continue to advocate for their students by increasing our parent advisory groups and incorporating our Special Education Coordinator, English Language Development Coordinator and Parent Coordinator. Additionally, we will provide targeted workshops and increase accessibility and opportunities for families to advocate for their students in-person and digitally.|Environmental Charter Middle School - Inglewood works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. 94% of parents agree with the statement “Our school has done a good job of keeping me informed” and 90% agree with the statement “I am regularly informed about my child’s classes and class assignments”. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making. We enact these goals through a variety of regular meetings, including PTA/Site Council, ELAC, and African American parent partnership meetings. We communicate via a weekly school letter in both English and Spanish and weekly progress reports are sent home with students. We interface with parents in parent-student conferences 3 times a year and we continue to maintain active parent attendance at those meetings (89% attendance in Fall 2020). We provide prompt responses pertaining to school behavior and use restorative discipline processes. During the pandemic, we made extensive efforts to engage families, including creating a range of surveys to ensure we could address the more specific and time-sensitive needs of our families during the pandemic. These surveys were administered in September, November, April, and June. In addition, when we began bringing students back to campus for in-person learning, participating staff, parents and students received weekly surveys to provide feedback on safety and in-person activities. We provided many digital opportunities for communication between families and school and in many cases saw higher participation compared with in-person events. ECMS-I will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory, relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.|4|5|4|5|5|4|5|3|4|3|4|4|2021-06-24||2021 19101990128025|Lashon Academy|3|It is the goal of Lashon Academy to promote parent participation in the school program and gather their input for decision-making. We know we are making progress toward this goal by providing ELAC meetings scheduled and hosted annually to address and provide feedback on the ELD program and develop methods of student learning; the School Site Council meetings are scheduled regularly to address the school’s Title I program and the academic support programs to increase ELA and Math student academic achievement; parent attendance at school conferences; completion of the annual parent survey has increased year-over-year, and at least two parent workshops are hosted annually. Our parent communication online tool, ParentSquare, provides a language translation feature, which facilitated frequent school wide information access and communication between the school and parents who speak different languages. The transmission wireless headset microphone audio system for translation and simultaneous interpretation tool, also provided for higher attendance during parent meetings with an inclusion model for all stakeholders allowing for more frequent parent input for decision making. Parent decision making and input increased as a result of our ELAC, SSC, and PTO meeting days/times as evident by our parent survey results. As an area of improvement, Lashon will be working with all underrepresented families to increase their involvement and ensure they have a voice in decision making. Lashon Academy has a full time Community Outreach Coordinator whose focus will be to reach out to these families to develop a relationship and understanding of the barriers that may be preventing consistent involvement.|To facilitate ongoing parental/guardian involvement at Lashon Academy parents are given the opportunity to participate in numerous volunteer activities. Opportunities for involvement are announced on the school’s website, Facebook page, and in regular communication to parents via the school-home communications platform, ParentSquare, on the annual school calendar, posted in student classrooms and the school office, and in information sent home with their students. Every parent at Lashon Academy has an account and is setup to not only receive all school communication, but has the ability to respond back through a written post, a question, select email to administration, teacher, etc., classroom parents, etc. This internal school communication forum allows us as a school to interact with many more parents without any issues of language barrier, attendance at meetings, or schedules. The transmission wireless headset microphone audio system for translation and simultaneous interpretation tool, provided for higher attendance during parent meetings/volunteer opportunities with an inclusion model for all stakeholders. An area of improvement that we will continue to focus on is with family members of migratory children to ensure they will have opportunities for the informed participation with the school by providing time for these families to attend parent workshops, parent conferences, etc. before extended leaves of absence and a welcome meeting upon their return to address any supports that may need to be implemented to help with the adjustment back to school.|The school provides bilingual staff to translate and accompany parents to teacher conferences, site meetings, and assist with applications, forms and understanding parent notifications regarding report cards, assessments, and other school related materials. Parents are provided with workshop opportunities that are translated into a parent’s home language including, but not limited to sign-language, language interpreters, etc. on such topics as Common Core State Standards, standardized assessments, and reading skills. Family members with disabilities including, but not limited to visually impaired, hearing impaired, and/or mobility impaired are provided with reasonable special accommodations to provide opportunities for parent participation and involvement. Both qualitative and quantitative data regarding reaching and or meeting our LCAP goals is presented using charts and graphs in PowerPoint presentations at parent meetings, in addition to academic benchmark results through school wide data PowerPoints, and individual student data presented at parent/teacher conferences. Teachers, support staff, principals, and other school leaders receive professional development training during staff PD days throughout the year on various topics related to parent communication and implementing strategies to promote partnerships between parents and the school. These workshops are given throughout the year, and assessed through parent/stakeholder surveys. An area of improvement that we will continue to focus on is increasing the engagement and partnership with parents by providing opportunities for resources and support on how to be an active participant in their child’s learning at home. Families needing additional support through parent workshops, language classes, and additional parent/teacher meeting times, will be a focus area for this year.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-05||2021 19101990132605|Valiente College Preparatory Charter|3|Valiente College Preparatory Charter School has implemented Parent Advisory Committee, ELAC/DELAC, and parent workshops as venues to also seek parent input in decision-making, and with the annual development of the school’s LCAP. Valiente also solicits parent input via annual parent surveys which are reported on the school’s LCAP. An area for growth is to continue to engage parents and improve parent participation in schoolwide committees.|Valiente will provide all parents including those of unduplicated pupils (UP), and Students with Disabilities with numerous opportunities to engage as partners in their child’s education. The Bilingual Community Involvement Specialist will facilitate parent workshops, Coffee with the Leadership Team, communicate with families on schoolwide initiatives, and build a community of trust. Our school will continue to use ParentSquare application & School Runner to unify all school-home communications and Social Media. An area for growth is to implement parent workshops that focus on strategies to exercise their legal rights and advocate for their own child/ren. For the upcoming 2021-22 school year. The Bilingual Community Involvement Specialist will facilitate parent workshops, Coffee with the Leadership Team, communicate with families on schoolwide initiatives, and build a community of trust. Our school will continue to use ParentSquare application & School Runner to unify all school-home communications and Social Media.|Valiente hosts schoolwide events to engage parents, including meet and greets with school staff, Cafecitos, ice cream socials, and can interact with other families. We believe that the home and school partnership is extremely important and value the communication between families and the school. All correspondence sent to families/guardians is provided in English and translated to Spanish, as identified by our (primary) language survey and the “15% and above translation needs” criteria. Interpreter services are made available upon request for schoolwide and parent meetings. All materials sent to families are written in a language that is understandable and accessible to parents. Accommodations as appropriate are made for family members with disabilities including providing information and school reports in a format (to the extent practicable) in a language that parents understand. An area for growth is to continue to implement strategies to build positive and trusting relationships with families so that we can identify and provide resources to support family needs. For the 2021-22 school year, Valiente will implement the Panorama school climate evidence-based survey that will be administered to staff, parents/families, and students|4|5|3|4|3|3|3|2|2|1|2|2|2021-06-28||2021 19101990134346|Intellectual Virtues Academy|3|Asked on our parent survey how satisfied they are in that their feedback is valued at the school, 100% of parents agreed.|We get communication, interaction, and feedback ratings from parents that surpass even private school satisfaction rates.|We have 100% parent satisfaction this year on our annual anonymous survey. This includes feedback from parents that they are satisfied with IVA providing a welcoming, supportive, caring community for all stakeholders.|5|4|4|5|4|5|5|5|4|4|4|4|2021-06-21||2021 19101990134361|LA's Promise Charter Middle #1|3|Strengths - the principal has regularly shared site-level data regarding attendance, achievement, and behavior with parents during town hall meetings as well as action plans to accompany that data. In addition, the principal has provided breakout room sessions for parents to discuss the data and action plans and provide feedback to the principal on any other perceived needs. The school holds regular ELAC meetings and Coffee with the principal for parents to provide both formal and informal channels for feedback on school management. Focus Area - similarly to the previous section, using data to guide decision-making. In order to reach sustainability, it is vital that all stakeholders are effectively trained in what student data is relevant, how to collect that data and the criteria for effective actions. Next year, regularly training all parent-facing stakeholders and parents themselves with the habit of data-driven decision-making will be a priority.|Strengths - In partnership with School 2 Home and LACOE PBIS, we have provided regular, evidence-based PD to all stakeholders to improve the school’s capacity to partner with families. In addition, the principal has clarified the roles and responsibilities of the parent engagement coordinator to ensure that efforts are aligned to the school’s mission of engaging families by seeking and learning their needs and providing resources and information to meet them. Parent town halls regularly feature parent tools to support at-home learning, and teachers google classrooms are widely available to all parents. The principal, in partnership with the school psychologist and special education consultants, has provided modeling and training on IEP facilitation that increases parent engagement in the IEP team. Focus Area - Using data to support families. School-site personnel conversations with parents focus on behavior and inference. A focus area for future engagement of underrepresented families is to train staff on how to present data and analysis transparently with parents, decoding student data to make analysis accessible to parents as well, and include parents in the decision-making.|Strengths - currently the LEA makes every effort to engage parents regularly through monthly town halls, coffee with the principal, and parent-teacher conferences every 5 weeks. In addition, teachers regularly reach out to families regarding student progress outside of these school-scheduled opportunities. We have a parent team that regularly surveys parent's attitudes and presents materials and resources relevant to survey data. All school materials are translated into Spanish and all student-level data is presented with parent familiarity in mind. The principal, as a former math teacher, takes the time to make data reports accessible. We’ve made progress in increasing the reach of school-related communication through a targeted strategy of engaging parents in the use of Parentsquare, the school’s primary communication channel. Focus Area - the LEA will continue to set ambitious goals for parent engagement as measured by participation in school-organized events (Town Halls, Parent-Teacher Conferences, etc.) and parent satisfaction surveys. Under-represented families, specifically recent immigrants and undocumented families, will be engaged through parent resources around English Language classes and Citizenship resources will be launched the following year. Additionally, the school will reach out to African American families, to find specifically what resources they are looking for in a school and how we can better engage them.|4|4|4|4|4|4|4|4|4|4|4|3|2021-06-17||2021 19101990135582|LA's Promise Charter High #1|3|The staff and principal engage in consistent improvement process opportunities to creatively engage families in decision making. The staff plans to continue well-attended events and activities and to get family input on future topics. The school will increase the number of offerings, and also restructure the manner in which families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.|The LEA provides a range of professional learning opportunities for leaders and teachers to improve relationships with families. The school is actively involved in the PBIS cohort through the LA County Office of Education which includes engagement in the community for all stakeholders. The school has effectively developed partnerships with community agencies to support struggling families impacted during the pandemic for mental health, food insecurity (food bank), and agencies that provide housing. The staff has been trained in meeting students' and families' social-emotional needs through trauma-informed practice. The school has effectively established structures and systems that inform families of student progress, namely, tracking A-G Completion rates, and credits toward high school graduation. Parents of students who are credit deficient are immediately informed and involved in the intervention/credit recovery plan. Staff and families collaborate to improve student outcomes. Communication with teachers, counselors, support staff and leaders occurs daily. Areas of growth include more structures and outreach to engage families of English Learners and SWD to understand rights and increase their involvement in order to support learners. Initiatives to improve in this area include parent training and workshops that focus on learning about these areas.|The LEA has demonstrated strength in building strong and positive relationships between and among families and staff members. Parent-team conferences are held with regularity above and beyond the 5-week established conferences so families are fully informed of students’ progress in meeting A-G requirements for UC/CSU. In addition to monthly Parent Town Hall Meetings and Coffee with the Principal, the school provides meaningful engagement through workshops around social-emotional learning, college planning, and plans to increase volunteer opportunities as we return for in-person learning following the pandemic. The office team provides a welcoming environment when parents enter campus; in-person or through a virtual office. Families have access to the principal and support team members. The school has extended outreach opportunities to provide struggling families with community resources during the pandemic. Areas of growth include having a larger number of families attend school events. While the parent activities are well attended, there are still groups of families who have never attended. This area of focus will involve individual calls and outreach. Additionally, the school has identified the need to provide more opportunities for parents to give feedback on the current program. The school will address low response rates to annual surveys through increased communication and outreach.|4|4|4|4|4|4|4|3|4|4|4|3|2021-06-17||2021 19101990136119|Animo City of Champions Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19101990137166|Soleil Academy Charter|3|Soleil Academy works avidly to implement effective systems to seek input for decision-making from families that take place through Parent Advisory Committee, ELAC/DELAC, Cafecitos, and during the development of our school’s annual LCAP. Through our multiple methods of communication with families, we strive to equip parents with the information they need to make informed decisions. To maximize parent engagement and input in decision-making, our Leadership Team presents policies, and programs during Cafecito’s. In addition, parents are surveyed throughout the year using ClassDojo and we offer incentives for homerooms with high parent participation rates. Soleil Academy provides all families with a calendar of events prior to the start of the school year, so that planning starts early. Schoolwide events include but are not limited to Fall Festival, Winter Wonderland, Ice Cream Socials, Cinco de Mayo, Meet the Teacher, and Parent University. An area for growth is to continue to strengthen these strategies as our school continues to grow and expand by one grade level annually.|Soleil Academy partners with families to support every scholar with their learning. On a regular basis, our school communicates with families and provides updates on upcoming schoolwide events. Every family is provided with a monthly calendar that includes events, workshops, upcoming holidays, and our school meal program for students. We communicate with families using OneCall, phone calls, and text messaging. Each summer, our teachers are tasked with contacting each family to introduce themselves, welcome them to the new school year. This practice allows our staff to build a positive relationship with families before the start of the school year. Once the school year has begun, teachers communicate with parents on a biweekly basis to ensure all parents are informed of academic progress and student engagement. Throughout the year, our highly dedicated teachers work diligently to support scholars and families in achieving their end-of-year goals.|Soleil Academy has effectively implemented strategies and schoolwide practices to build positive relationships with families and staff that include parent/student orientation before the start of the school year to parent meetings and workshops during the academic school year, including but not limited to ELAC/DELAC, Parent Advisory Committee and annual parent and staff surveys to gather input and feedback. Our staff regularly communicates with families using Class Dojo or phone calls to inform parents of their child’s successes. In addition, parents communicate with teachers on an ongoing basis concerning their child’s academic progress. At Soleil Academy, we strive to provide a welcoming environment and host Cafecitos every month where families have an opportunity to meet and discuss issues with the principal and members of the school’s leadership team. To solicit input and ensure parents feel welcomes, we implement ice breakers and break-out rooms via Zoom. At each Cafecito, we solicit questions from families, which school leaders answer. We understand that parents are busy and may not be able to attend every meeting. Hence, we provide recordings of our parent meetings uploaded to the school’s website for parents to view at their convenience. As our school continues to grow and expand by one grade level annually, an area for growth is building positive and meaningful relationships with families.|5|5|4|5|5|5|5|5|5|5|5|5|2021-06-19||2021 19101990137679|Magnolia Science Academy 5|3|MSA-5 provides many opportunities for all stakeholders to be a part of the decision making process. MSA-5 has SSC, ELAC, PAC/Parent Task Force (PTF), Student Council, Coffee with Admin (Parents), Hot Chocolate with Admin (students) to discuss current and future programs with all stakeholders, review plans, and receive input on what stakeholders would like to see for the school. A focus area for improvement would be to obtain consistent attendance on behalf of the parents and have more events outside the school grounds to better connect with the community. A focus area for improvement would be to obtain consistent attendance on behalf of the parents and have more events outside the school grounds to better connect with the community.|Currently, MSA-5 has a Parent Awareness program, which is open to all Stakeholders to attend, that teaches stakeholders how to have successful outcomes from school. Also, MSA-5 has an in-person and virtual home visit program where staff go after school to students’ homes or virtually through zoom to meet with parents/guardians to discuss student progress, school updates, and listens to parents' questions and comments. A focus area of improvement is to get more participation from parents and to offer more workshops for stakeholders to attend to be better informed of information pertaining to MSA-5. A focus area of improvement is to get more participation from parents and to offer more workshops for stakeholders to attend to be better informed of information pertaining to MSA-5.|"MSA-5 has continued to implement new strategies to improve building relationships with its stakeholders. We do this by creating many opportunities for stakeholders to be involved with the school. These opportunities are Coffee with the Admin, PAC/Parent Task Force Meetings, Open House/Back to School, Parent/Teacher Conferences, Home Visits, Fundraising Activities, Assemblies to just name a few. MSA-5 has implemented a partnership with the Tarzana Treatment Center which is serving as an informational resource to parents, students, staff, and others concerning social issues that support the child. Also, MSA-5 utilizes a communication portal ""Parentsquare"" that informs of school programs, services, attendance issues, and other matters, and services. MSA-5 is still focusing on getting more stakeholders, including underrepresented families, to participate in opportunities on and off-campus. With adequate translation services for parents, MSA-5 intends on offering events at different times of the day, continuing our Parent College program, and making virtual and in-person home visits to those that have difficulty coming to the school in order to involve our community. MSA-5 has implemented a partnership with the Tarzana Treatment Center which is serving as an informational resource to parents, students, staff, and others concerning social issues that support the child. Also, MSA-5 utilizes a program that shares school programs, services, attendance issues, and other matters, programs, and services. MSA-5 is still focusing on getting more stakeholders, including underrepresented families, to participate in opportunities on and off-campus. MSA-5 intends on offering events at different times of the day, continuing our Parent College program, and making virtual and in-person home visits to those that have difficulty coming to the school in order to involve our community."|4|4|4|4|4|4|5|5|4|4|4|4|2021-06-24||2021 19101990138669|Da Vinci RISE High|3|Da Vinci RISE leveraged our English Language Learner Advisory committee as well as our School Site Council to enhance the voices of our school community. These forums ensured that stakeholders had multiple opportunities to participate in the decision-making processes around LCAP and budget development. To further strengthen the extent to which we implement strategies to reach and seek input from underrepresented groups, we are launching our EL Advisory Committee this year.|Building relationships and partnering with parents/guardians, families, and other stakeholders is a strength of the Da Vinci RISE team. These relationships are built via STAC meetings (Student-Teacher-Adult-Counselor/Case Manager), Student-Led Conferences, Family-Stakeholder Collaborative Meetings, and School Site Council. We ensure consistent communication with families (in both English and Spanish) in a variety of ways, including text notifications, robocalls, updates on our school blog, and individual phone calls and updates from Advisors. We also provide translators for all meetings and ensure that any school-wide communication is provided in both English and Spanish. We plan to further increase our partnerships with families and stakeholders in the 2021-2022 school year in the following two ways: • The implementation of workshops around a variety of topics that help families build skills to support their students. • Tracking the number of touch-points our staff has with families and stakeholders to ensure every single student’s larger support team is being consistently communicated with and that no one slips through the cracks.|Da Vinci RISE staff receives training and support in engaging with families and stakeholders in a variety of ways, including but not limited to the following: • Student-Led Conferences • Intake and orientation meetings • School Site Council and English Learner Advisory Committee • STAC (Student-Teacher-Adult-Counselor/Case Manager) meetings, which can be requested by staff, students, or family members • Re-entry meetings following a breach of community of norms or other disciplinary/behavioral concerns (restorative justice) The two indicators for which we ranked scores of 3 and 4 will be addressed through the implementation of family & stakeholder workshops, which will address topics identified by families to ensure the material is beneficial and meets their needs.|5|5|5|5|5|3|5|4|5|5|4|3|2021-06-16||2021 19101990139170|Lashon Academy City|3|It is the goal of Lashon Academy City to promote parent participation in the school program and gather their input for decision-making. We know we are making progress toward this goal by providing ELAC meetings scheduled and hosted annually to address and provide feedback on the ELD program and develop methods of student learning; the School Site Council meetings are scheduled regularly to address the school’s Title I program and the academic support programs to increase ELA and Math student academic achievement; parent attendance at school conferences; completion of the annual parent survey has increased year-over-year, and at least two parent workshops are hosted annually. Our parent communication online tool, ParentSquare, provides a language translation feature, which facilitated frequent school wide information access and communication between the school and parents who speak different languages. The transmission wireless headset microphone audio system for translation and simultaneous interpretation tool, also provided for higher attendance during parent meetings with an inclusion model for all stakeholders allowing for more frequent parent input for decision making. Parent decision making and input increased as a result of our ELAC, SSC, and PTO meeting days/times as evident by our parent survey results. As an area of improvement, Lashon Academy City will be working with all underrepresented families to increase their involvement and ensure they have a voice in decision making. Lashon Academy City has a full time Community Outreach Coordinator whose focus will be to reach out to these families to develop a relationship and understanding of the barriers that may be preventing consistent involvement.|To facilitate ongoing parental/guardian involvement at Lashon Academy City parents are given the opportunity to participate in numerous activities. Opportunities for involvement are announced on the school’s website, Facebook page, and in regular communication to parents via the school-home communications platform, ParentSquare, on the annual school calendar, posted in student classrooms and the school office, and in information sent home with their students. Every parent at Lashon Academy City has an account and is setup to not only receive all school communication, but has the ability to respond back through a written post, a question, select email to administration, teacher, etc., classroom parents, etc. This internal school communication forum allows us as a school to interact with many more parents without any issues of language barrier, attendance at meetings, or schedules. The transmission wireless headset microphone audio system for translation and simultaneous interpretation tool, provided for higher attendance during parent meetings/volunteer opportunities with an inclusion model for all stakeholders. An area of improvement that we will continue to focus on is with family members of migratory children to ensure they will have opportunities for the informed participation with the school by providing time for these families to attend parent workshops, parent conferences, etc. before extended leaves of absence and a welcome meeting upon their return to address any supports that may need to be implemented to help with the adjustment back to school.|The school provides bilingual staff to translate and accompany parents to teacher conferences, site meetings, and assist with applications, forms and understanding parent notifications regarding report cards, assessments, and other school related materials. Parents are provided with workshop opportunities that are translated into a parent’s home language including, but not limited to sign-language, language interpreters, etc. on such topics as Common Core State Standards, standardized assessments, and reading skills. Family members with disabilities including, but not limited to visually impaired, hearing impaired, and/or mobility impaired are provided with reasonable special accommodations to provide opportunities for parent participation and involvement. Both qualitative and quantitative data regarding reaching and or meeting our LCAP goals is presented using charts and graphs in PowerPoint presentations at parent meetings, in addition to academic benchmark results through school wide data PowerPoints, and individual student data presented at parent/teacher conferences. Teachers, support staff, principals, and other school leaders receive professional development training during staff PD days throughout the year on various topics related to parent communication and implementing strategies to promote partnerships between parents and the school. These workshops are given throughout the year, and assessed through parent/stakeholder surveys. An area of improvement that we will continue to focus on is increasing the engagement and partnership with parents by providing opportunities for resources and support on how to be an active participant in their child’s learning at home. Families needing additional support through parent workshops, language classes, and additional parent/teacher meeting times, will be a focus area for this year.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-05||2021 19101990139345|We the People High|3|We the People High School utilizes Family and Student satisfaction surveys twice per year to gather input on school climate and instructional programming. We the People uses monthly parent meetings to collect input and feedback, as well as to inform families of upcoming events, reporting, and deadlines. During the 2020-21 school year, parents and staff provided feedback on school re-opening plans and our LCAP.|We the People High School implements an Advisory program once per week for 90 minutes. Each student has an Advisory who is the first point of contact for parents at the school. The Advisor communicates regularly with their Advisees' families via phone, email and text. As a new school in its second year, We the People High School is exploring ways to empower parents through our monthly Parent Organizing Committee meetings, and through specialized workshops related to parent need and interest.|"We the People High School is committed to ensuring that meaningful stakeholder engagement is integral to developing an effective Local Control and Accountability Plan and to ensuring community engagement as the school grows. WTP uses a variety of methods to communicate with the school community, including surveys, meetings, and professional development for stakeholders to be involved in the process and provide input into the goals, metrics, actions and services: • Monthly Parent Organizing Committee meetings held virtually and in-person. • Family Open House for current students in October and Exhibition of Learning in May. • Parent surveys conducted 2 times per year. • Bi-monthly meetings with the student leadership team. • Use of a messaging system to text with students and parents in multiple languages. • Weekly whole school meetings virtually during distance learning; Monthly whole-school meetings during in-person learning. • Bi-monthly newsletters to families. • Teacher surveys administered quarterly. • Open House events for prospective students. • We the People Handbook, containing WTP’s mission, vision instructional program, behavioral guidance and policies. • Website and calendars."|4|4|3|4|2|1|3|2|3|3|3|3|2021-10-25||2021 19101996116883|Odyssey Charter|3|The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is composed of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision. Strengths - Increased administrative support in our organization structure has increased the capacity of principal and staff to improve engagement with families in decision making. - We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, phone trees, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, Survey and Evaluation Participant. - Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders. This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community. Improvement An identified area of improvement is in providing all families with opportunities to provide input on policies and programs. Through increased staffing levels we hope to demonstrate growth on our Healthy Kids Survey in the 2021-2022 school year in the areas of reaching and seeking input from underrepresented groups.|A hallmark of our school community is our School Family Partnership to ensure we have developed processes and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Strengths to support student outcomes and ensuring the engagement of underrepresented families are: - Academic, Social emotional, and social responsibility goals are developed in consultation with parents during the fall trimester and serve as a guide for the area where a student could benefit the most during the year. These goals ensure students are learning and growing along all three components of the educational program - Verified assessments such as i-Ready, CAASPP, as well as authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home. - Multiple forms of communication ensure students and families are supported, have access to resources and a clear policies and procedures in our Parent Student Handbook. Strategies to support communications are: daily home to school folders, weekly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board. - Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students Areas of improvement to support student outcomes and ensuring the engagement of underrepresented families are: - In the 2020-21 school year, we increased our staffing to include a Director of Student Support Services to improve and identify policies, procedures and programs to support teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Additionally, this will support our staff in ensuring they reach out to all student groups, including families of unduplicated students and families of individuals with exceptional needs.|Relationship building is a core belief of how we work, how we treat each other and what our school values in life and through education. Essential to building trusting and respectful relationships with families that create welcoming environments is our looping philosophy. Looping practices support our educational environment where a single group of students stays with a teacher for two (or more) years or grade levels. This multi-year relationships between teacher and student create a familiarity with the social-emotional health of a student and provides for deeper understanding of the whole child to guide instructional decisions. Odyssey’s looping classroom environments are a critical component to the success of our unique and innovative school design. It is key to the success of our School-Family Partnership as it encourages and develops a stronger sense of community and family among parents, students, and teachers. Another area of focus has been the implementation of the Social Justice Standards from Learning for Justice. This framework has supported our teachers/staff in highlighting the various identities represented in our classrooms. Additional areas of Improvement to increase engagement of underrepresented families; - Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. - Make our communication accessible in both English and Spanish - Make deliberate attempts to invite underrepresented families into the classroom and share about their experiences.|4|3|3|4|4|4|3|4|4|3|3|4|2021-06-15||2021 19101996119945|Magnolia Science Academy|3|MSA-1 holds periodic meetings to gather input from our families. These meetings include PTF meetings, PTF Board meetings, SSC meetings, and ELAC meetings. During these meetings, parents have the opportunity to review the school's LCAP and SARC reports and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|MSA-1 provides resources to support student learning at home through multiple workshops such as parent college, Guiding Good Choices, and feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to advocate for their students and school. MSA 1’s new communication system, ParentSquare, keeps parents and staff in constant communication through multiple mediums such as texts, private messages, and voicemail. ParentSquare has also broken language barriers between staff and families through its automatic language translation.|MSA-1 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent/teacher conferences to promote parental participation in programs. We use ParentSquare to communicate with students and parents, which has supported our improved communication with all stakeholders. Staff greet students and parents in the mornings during student drop-off and have an open door policy welcoming all parents. Also, our team connects with families through home visits. Home visits help our learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have considerable rewards in helping to create happier, healthier, and engaged students. The school uses home visits as an essential feature of its education program to improve student and school performance. The school holds periodic meetings to gather input from our families. These meetings include Parent Task Force meetings, Coffee with the admin, SSC and ELAC meetings, and parent workshops, including virtual parent staff meetings. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|4|4|4|4|4|4|4|4|5|5|5|5|2021-06-24||2021 19642120000000|ABC Unified|3|The District and schools maintain all state and federal required committees (e.g. PC, DELAC, LCAP-PAC, etc.) that provide parents/guardians an opportunity to provide input on policies and programs affecting underrepresented student groups. In addition, the Board-appointed committees, which include parents/guardians and community members, provide oversight to district and school programs and recommend revised and new Board Policies and Administrative Regulations. Annually, PTA and Adult School work together to plan and implement the Parent Leadership Conference, which consists of workshop topics requested by parents/guardians. Despite the COVID-19 Pandemic, the District and schools offered a variety of virtual family engagement activities (e.g. science night, college fairs, etc.) in partnership with parents, PTA, Foundations, and SSC. To improve the engagement of underrepresented families, the District and schools should continue offering training (e.g. Parent Institutes, Parents Take the LEAD) focused on building capacity in parents/guardians to engage in advisory groups and decision-making.|"Improving the engagement of underrepresented families remains a district priority as evidenced by the professional learning provided by Trudy T. Arriaga, Ed.D., author of ""Opening Doors: An Implementation Template for Cultural Proficiency'' to provide three sessions on Cultural Proficiency to the ABC USD Leadership Team. The following workshop topics and descriptions provide an overview of the learning that occurred to improve families’ experiences when engaging with district and school leaders. The Guiding Principles of Cultural Proficiency: An introduction to the Four Tools of Cultural Proficiency - values, behaviors, knowledge, and skill. An emphasis on breakthrough communication and door opening skills to engage underrepresented families. Essential Elements of Cultural Proficiency: The essential elements are used to guide practices and to examine existing policies and procedures on campus. A focus on parent/guardian interactions, classroom instruction, approaches to assessment, and accountability and curriculum development. Overcoming Barriers: Proficiency barriers were introduced and discussed. Identification of barriers hindering unrepresentative families/students’ engagement on campus and opportunities to develop action plans to eliminate practices that serve as barriers to students. Time was devoted to the recognition of personal and professional barriers to proficiency as unintentional biases in the context of work. Cultural Proficiency Continuum: An opportunity to examine the six areas on the cultural proficiency continuum and strategically place current school practices on the continuum. This ensures a sound understanding and common language to be agreed upon by all staff as expectations of success are modeled. Discerning unhealthy values, behaviors, policies, and practices in a way that allows educators to use healthy values, behaviors, and practices as we embrace the culture of students as assets. Classified staff attended training on understanding how trauma and stressful events affect people in distress and how to recognize and help oneself and others dealing with trauma. Collectively the district continues to make progress towards creating the conditions that promote engagement and participation by underrepresented students and families."|Due to the COVID-19 Pandemic, school and district meetings were held virtually. Notably, was an increase in attendance at Board Meetings, and District and school’s virtual meetings and events. Parents/guardians were provided the opportunity to deepen their understanding and contribute to discussions regarding student safety and student’s online learning experiences. School’s designated representatives for DELAC, EL LCAP PAC, LCAP PAC, Title I Families, Migrant Education, and CAC were invited to virtual meetings in which feedback was provided on the use of state/federal funds to safely reopen schools and student needs to strengthen their virtual instructional program. Their collective feedback was reflected in State required Plans (Extended Learning Opportunity Grant, Local Control Accountability Plan, Safe Return to In-Person Instruction and Continuity Plan, etc.) and accompanying expenditure reports as it relates to their recommendations. District and school site meeting structures were used to provide parents/guardians information on their legal rights and on how to advocate for their children: Parent Council (PC) and Parent Advisory/Cafe, for children in Head Start/State Preschool; Community Advisory Council (CAC), for students with special needs; District English Learners Committee (DELAC), for students who are designated as English learners (EL); Local Control Accountability - Parent Council (LCAP-PAC) and EL-LCAP-PAC; Title I Parent Committee, Parent Teacher Association (PTA), School Site Council, Initial Education Plan meetings (IEP), and Migrant Education Parent Committees. Report card conferences, parent conferences, Back to School Nights, and Open House are venues used to discuss student progress with their families. Schools and the District continue to explore a hybrid meeting structure to accommodate families in-person and virtually and to implement strategies that lead toward increasing underrepresented families’ involvement and engagement.|4|4|3|3|3|3|4|4|4|4|3|4|2021-10-05||2021 19642460000000|Antelope Valley Union High|3|The LEA does an adequate job of seeking input for decision making. This is evident through surveys, Back to School Nights, and other family meetings that take place at our campuses and virtually. An area for continued improvement is in building the capacity of parents to make informed input into decision making opportunities.|The LEA has several areas where relationships with families are successful, including our District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC). An area for improvement may be in transportation of families to our schools and events. We made great progress on this front in hosting virtual meetings through Google Meets and Zoom.|The LEA has made great progress in building partnerships for student outcomes through professional development, parent workshops and tutoring programs. One of the areas the LEA can improve upon is balancing a welcoming environment that still adheres to the rules and regulations passed on to the District from the Department of Public Health.|4|3|4|4|3|4|4|4|4|4|4|4|2021-06-09||2021 19642460126003|Academies of the Antelope Valley|3|Academies of the Antelope Valley does an adequate job of seeking input for decision making. This is evident through surveys, Back to School Nights, and other family meetings that take place at our campuses and virtually. An area for continued improvement is in building the capacity of parents to make informed input into decision making opportunities.|Academies of the Antelope Valley has several areas where relationships with families are successful, including our District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC). An area for improvement may be in transportation of families to our schools and events. We made great progress on this front in hosting virtual meetings through Google Meets and Zoom.|Academies of the Antelope Valley has made great progress in building partnerships for student outcomes through professional development, parent workshops and tutoring programs. One of the areas Academies of the Antelope Valley can improve upon is balancing a welcoming environment that still adheres to the rules and regulations passed on to the District from the Department of Public Health.|4|3|4|4|3|4|4|4|4|4|4|4|2021-06-09||2021 19642461996537|Desert Sands Charter|3|We take pride in engaging in the cycle of continuous improvement. Each month we engage the staff in progress towards our goals and areas of opportunity. To help solidify the most appropriate actions towards these steps, we survey and interview our students, parents, and partners for input and feedback. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 97% responded that they agreed and strongly agreed. Examples of this engagement are activities like PAC/ELAC meetings, Awards Night, Financial Aid Workshops, parent-teacher-student conferences, Open House, and Town Hall meetings. The pandemic was an obstacle early on last year, and our Parent Advisory Committee meetings decrease in attendance. We actively try to engage parents and make it point to have our materials in English and Spanish, when possible. Our survey showed that 87% of the parents felt it was easy to contact the teacher, and we strive for 100% every day. The school will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|To address the unique needs and challenges brought on by the pandemic, we provided professional development to help appropriately support our families. Specifically, our Counselors and Retention Specialists attended several conferences centered around strategies and resources to help re-engage and motivate students during this time. At the same time, the entire staff participated in Race and Equity workshops to help navigate the political climate of our community. Likewise, our Social Worker and interns met regularly with homeless, foster, and parenting youth to provide support and resources. To support these efforts our Care Team establish a website to house this plethora of information. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “The school has created a website with helpful information for my son to easily access links for help with tutoring, homework.” We always need to focus on communicating parental/guardian educational rights with all families. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and ELAC meetings. The school informs parents of their rights during IEP meetings. There is always room to improve when striving to engage underrepresented families. During Orientation, we will continue to inform and preview for parents how to access our website to obtain this information.|To foster on-going engagement and feedback with our Stakeholders, we established a Parent Engagement Committee and a Marketing Committee, both comprised of staff from various departments and backgrounds. These committees meet monthly to assess and respond to needs and gaps in services. As a result, our engagement has tremendously increased. For example, there were 1,067 parents attending orientation, conferences, and awards last year; there have been 25 parents participating in our parent meetings including PAC/ELAC; and over 40 participants who participated in our virtual workshops. Specifically, one parent said, “I have been invited to parent meetings where opinions and feedback is initiated by school. The school has also included families in holiday celebrations giving them the opportunity to interact with staff in a more informal environment. Parents are asked to come in a few times a year to discuss their student’s progress and learning plan.” Parents shared that our school has built trust with students and parents. One parent shared, “The teacher is excellent in communicating what her expectations are and keeps me informed of progress,” and another shared, “I have found all staff from the front desk to the principal’s office to be interested and very helpful with any concerns I may have.” To compliment the Committee work, our staff communicates with parents/guardians through weekly phone calls, texts messages and email concerning student academic progress on a weekly basis, and quarterly progress reports are mailed home. Many staff members are bilingual and help with communication to meet the needs of our community. In addition, we have worked hard to establish appropriate community partnerships to help meet the diverse needs of our community: trauma, social/emotional, financial, housing, child-care, college, career, and nutrition.|4|4|4|5|4|4|4|4|4|4|4|4|2021-06-01||2021 19642610000000|Arcadia Unified|3|There are several avenues for families and staff to participate in local decision-making and advisory in Arcadia Unified School District (AUSD). At the start of the pandemic, communication channels were immediately opened with all stakeholders with weekly communications being provided to all stakeholders. Meetings were increased with bargaining units and principals were sending their own updates and site communications in addition to district communication that was sent out. Our current participation is one of our strengths and is evident through the advisory committees we have for English Learners, the Local Control Accountability Plan, Title 1, Special Education, Parent Teacher Associations, and School Site Councils. Parents and committee meetings continued to take place virtually to keep our lines of communication open with advisory committees. All parents were given an opportunity to share their preferences, concerns, and any other comments about plans for reopening schools in August 2020 and July 2021. We will continue to focus on how we can continue to reach out to our underrepresented families to attend and participate in the various opportunities we have available for staff and parent input committees through our translations services and various communication channels.|Arcadia Unified School District (AUSD) offers multiple ways for staff and families to work together in building partnerships for successful student outcomes. AUSD leadership met and continues to meet with our bargaining units on a regular basis to evaluate staff needs, successes, and support needed. A parent and staff resource website was created to support virtual learning activities and offer parents resources to use at home during our school closures. Several parent webinars were developed by our counseling teams and sites to offer support to families at home. AUSD continued its work with organizations like the Arcadia Educational Foundation in supporting families and staff to offer resources to improve student outcomes. As the district was closely monitoring the possibility of school closures, the partnerships with all public agencies such as our local fire and police departments and hospitals became even stronger to ensure public safety. The communication among these community outlets continued as reopening plans were being developed. Partnerships with families and among staff is an area of strength and are highlighted through the data collected through our “Better Together” surveys, which asks parents to rank areas of concern as well as their positive feedback about staff, communication, and the collaborative culture we want to establish in our community. Arcadia reflects on the tools used and participation of events offered to evaluate and think about how we can continue to develop partnerships with our community. AUSD will continue to work in making progress on how we provide professional learning to our staff and continue to build partnerships with our underrepresented families.|Arcadia Unified School District (AUSD) is very proud of the relationships built and collaborative culture with staff and families. AUSD strengths are illuminated through our values: Collaborate, Think Critically, Be Creative, Offer Empathy, and Learn from Failure. Communication is key in building relationships. The communication during COVID-19 closures and the reopening of schools shows how access remained open and as strong as ever with our staff and families. Several ThoughtExchanges were created at this time to review our community's questions and concerns around the reopening of schools during the 2020-2021 school year. The key thoughts in these exchanges were around Public Health requirements and student safety. Our community also provided input on the instructional models presented to reopen schools. The top thoughts of our ThoughtExchanges were centered about the relationships between students and teachers. Our community voiced that having students stay with their virtual classroom teachers as they transitioned to in-person instruction during the Spring of 2021. The Better Together data continues to verify the close network we have established in AUSD. The data collection process in the Spring of 2020 was impacted by school closures. Data was collected before school closures and while schools were closed. The data showed that 52% of our parents felt that communication in our district was consistent and effective, while 20% felt it was very consistent and effective, 24% felt it was somewhat consistent and effective and 4% felt it was not consistent and effective. Despite the interruption in the data collection process, these percentages improved from the data collected in 2019. Preliminary data for 2021 is showing improvement as well. The district continued to use systems of communication like “School Messenger”, Peachjar and social media to communicate to families. District-wide events and video compilations were shared via our social media outlets. Translation and interpretation services were essential in building relationships and breaking down language barriers for families that might need support in communicating with schools and the district office. Principals and staff were very intentional in making efforts to engage with underrepresented families by calling families to invite them to advisory committee meetings and connecting with them during school closures. Activities were transitioned to online virtual meetings so that families had access and communication with our staff. We will continue to focus on how we can provide multiple opportunities for engagement with underrepresented families.|5|4|5|5|4|4|4|3|4|4|3|4|2021-06-22||2021 19642790000000|Azusa Unified|3|AUSD has a long history of collaborative, positive relationships between schools and families. Year after year, parents report high levels (>67%) of engagement with district schools. Because of the successes, AUSD was selected as one of six districts in the state to be part of California’s Community Engagement Initiative Professional Leading and Learning Network. Participation in this network has allowed AUSD to share promising practices with other districts and schools. AUSD infuses community engagement into all areas of the district. Throughout the school year, multiple opportunities exist for families to be part of their child’s education and to support school and district decision-making. One of the strengths of AUSD is the many opportunities for families to partner with the district in developing and recommending improvements and changes. School Site Council meetings, English Learner Advisory Councils, school parent organizations, the District Parent Advisory Committee (PAC+), District English Learner Advisory Council, and the Superintendent’s Roundtable all provide formal avenues for families to partner in decision making and the continuous cycle of improvement in AUSD. These committees and meetings take place on an ongoing basis and intentionally seek diversity and the voices of all students, staff, families, and the community. Additionally, through participation in the Professional Leading and Learning Network, AUSD will focus on other growth areas such as adding additional measures of district family engagement. During the COVID-19 pandemic, parents and students have been involved in committees and consulting groups that have shaped Fall 2020 distance learning plans and Spring 2021 re-opening plans. Furthermore, as AUSD looks to the future and the reorganization of the district, parents serve on a specialized group providing recommendations to the Board of Education. One of the greatest strengths of AUSD is the incorporation of families/parents and the community into all aspects of AUSD, from district departments to each school. Future growth will be focused on continued diversity of representation through tracking of the student populations that make up the district and ensuring there is equitable representation so that all voices are heard in decision-making.|Azusa Unified School District strongly supports parents in learning about district-adopted curriculum, standards, and teaching strategies. As the district implements and adopts frameworks, standards, and curriculum, parents are provided opportunities to preview, provide input, and gain an understanding of the expectations and resources that AUSD provides students. School sites provide families with workshops that outline family connections to curricula. Principals and district instructional leaders meet with parents to outline curriculum and content with a focus on the role families play in supporting students. Academic content events, such as Math Game Day, allow parents to partner with teachers to support students’ learning and create opportunities for everyone to engage in learning together. At events such as Math Game Day, parents not only learn about math games and participate during the school day, but they can replicate the games at home to enhance student achievement. Math Game Day is one example of how AUSD schools partner with parents to increase outcomes for students. AUSD offers additional ways for parents to engage with schools and teachers in supporting students. Schools have used Families in Schools modules in past years. One strength of these parent workshops is the leadership building that occurs for our AUSD parents. Some modules enhance academic achievement, such as the very popular Reading Roads module. Other modules provide resources and strategies that parents can use to support student transitions to middle school, high school, and college. AUSD also initiated the Azusa Parent Learning Network. Partly in response to the need to support parents during the COVID-19 pandemic, the district offered monthly network meetings focused on topics identified by parents as areas of need. The Azusa Parent Learning Network is a multi-lingual forum and available to all parents, families, and the extended AUSD community. AUSD seeks to find ways to broaden engagement by encouraging and welcoming larger groups of parents in all forums. As more parents become engaged through the various committees, meetings, and workshops, AUSD hopes to also increase understanding of how families can effectively advocate for students.|Azusa Unified School District takes great pride in the family partnerships that have been a core foundation of the district and schools. The positive relationships between staff and families have served to support student outcomes and improve schools and the district as a whole. Through both formal and informal opportunities, parents and families can engage in the education of students. Parent survey results and parent feedback support the analysis that parents feel welcome and listened to at both the district and school levels. Some of the strengths of AUSD include the opportunity for Spanish-speaking parents to participate in meetings and committees as well as engage individually with school and district staff. All meetings offer translation. A large number of AUSD teachers speak both English and Spanish and every school site has a bilingual community liaison to support translation in family engagement forums. Formal meetings and committees are often facilitated discussions rather than simple presentations so that two-way communication can be maximized. Schools and teachers welcome parents/families to consult on student progress formally at district-calendared conferences or informally anytime through email, phone calls, web-based applications, or appointments. The district also uses Blackboard, an online portal, which allows two-way communication between parents and teachers. The district has trained all school office employees through Families in Schools’ “Welcoming Environment” training module. During the COVID-19 pandemic, increased efforts to connect with parents/families took place. Virtual meetings replaced in-person meetings, conferences, and community events. In many cases, schools saw increased participation from families. To better serve all populations in the AUSD community, the district will continue to explore opportunities to increase staff formal training in parent engagement strategies and expand understanding and appreciation of the different cultures, languages, and backgrounds of our students and families, especially those less represented in AUSD. Further, we will work to expand our focus on supporting staff learning about our families' strengths, cultures, languages, and goals for children through professional development focused on culturally relevant educational practices.|4|4|3|5|4|4|4|4|4|5|5|2|2021-06-22||2021 19642870000000|Baldwin Park Unified|3|Parents are important members in advisory and decision-making groups. School Site Councils, English Learner Advisory Committees, District Advisory Council, District English Learner Advisory Committee, and Citizen’s Oversight Committee are a few of the committees where parents are important contributing members of the stakeholder group. Parent representatives are also member of the District School Leadership Team (DSLT). The DSLT meets throughout the school year to monitor implementation of the Learning Control and Accountability Plan. For the 2021-2022 school year, meetings were conducted virtually. District and schools continue to increase parent engagement through digital platforms, home visits, social media, online parent events, and much more. The district will continue to seek out resources to share at principal and school community liaison meetings.|For the 2020-2021 school year, parents were pleased with the virtual workshop offerings. Workshops on distance learning, digital platforms, learning applications, coping with stress in a pandemic, family literacy, and much more provided parents and families with information and resources to support student distance learning and development in the home. Some of the elementary school sites began the implementation of the “Latino Family Literacy Project,” a series of workshops focusing on the importance of literacy. Parents learn new techniques for reading with their children while enhancing their own literacy skills. Parents of English learners learn English language vocabulary and skills. For the 2021-2022 school year, middle schools will begin the implementation of a series of workshops on “College Awareness.” The district will explore resources to provide professional learning and support to teachers and principals to improve a school’s capacity to collaborate with families.|During the COVID-19 school closures and overall pandemic, relationships between the schools and homes grew even stronger. Stakeholders’ survey results indicate that the District either maintained or showed increases from the previous school year. Stakeholder groups provided many concrete examples of how the schools and district are building trusting relationships. School community liaisons at each site provide a bridge between the home and the school. District community liaison provides training, modeling, and support for liaisons new to their positions. Use of the district dial-up system, district website, and app, parent portal that is available through the student information system, provides parents with up-to-date information. The district translator, handouts available in English and Spanish, and a translation function on the district website assists parents who speak languages other than English. The district will continue to seek out resources to share with teachers and staff on the importance of building trusting and respectful relationships with families.|4|4|5|5|4|5|5|5|5|5|5|5|2021-06-22||2021 19642871996479|Opportunities for Learning - Baldwin Park|3|Each school site in the OFL-BP charter has its own unique culture that is heavily influenced by student and staff input, as well as student/staff activities that are planned and implemented. OFL-BP LCAP goals are heavily influenced by the LCAP survey results, and focus group meetings that are offered to all stakeholders each semester in hopes of increasing the amount of feedback received. Additionally, OFL- BP will continue to encourage parent participation in our School Site Council (SSC) and District English Learner Advisory Committee (DELAC), which is essential in providing insight and feedback on how we can best serve our English Language Learners and continue a positive trajectory for student outcomes. Each site also invites Stakeholders to participate in an annual Safety Committee meeting that helps in the development of the Comprehensive School Safety Plan. Although OFL-BP welcomes input from all stakeholders, LCAP data indicates that input is not received from a majority of parents. OFL-BP has used various methods to seek parent input on policies and programs through LCAP surveys, QR survey codes, Google surveys, emails, and flyers. Although, Parent participation in activities continues to be a challenge, OFL-BP plans to increase parent engagement through the implementation of Parent University sessions, FAFSA nights, Parent Portal, and Coffee with the Principal opportunities. OFL-BP also aims to strengthen their District English Learner Advisory Committee(DELAC) in the coming year. If we need to continue Distance Learning to some capacity due to COVID, we will offer a virtual platform for these parent engagement events to continue to solicit parent feedback. To support efforts is this area, BP stakeholders included LCAP Goal 4- Action 1 to provide a variety of stakeholder engagement opportunities and platforms to obtain feedback and input from stakeholders on items, including but not limited to instruction, support services, school climate, and operations related to unduplicated students, students with disabilities and general education students, was made by stakeholders groups.|OFL-BP takes pride in providing a welcoming environment in all school sites. Parents are provided virtual meetings and or in person meetings upon request where academic progress can be discussed. All stakeholders are addressed by their first names, to avoid hierarchy titles and positions, viewing everyone as equals. Our goal is to create positive and meaningful experiences for students and families by offering family game nights, college application nights, open house, art shows, and science fairs. Staff communicates regularly with parents and families regarding student academic progress, attendance, and strategies to support the learning process both at home and in the school site. Staff utilize various platforms for student and parent communication.Feedback from teachers and other school staff meetings and surveys indicate that teachers would like more opportunities for professional development and instructional planning. A majority of staff members have indicated that they would have greater success in their role if the LEA continued to direct efforts toward tutoring and intervention for students and social emotional learning curriculum for students. Student feedback indicated that students placed a high value on tutoring and intervention, goal setting with instructional staff and Postsecondary Counselors, social emotional learning, and sports and student groups.more social emotional learning embedded in their coursework and a means to contribute to their mental well-being. Students also overwhelmingly indicated that Mathematics and English Language Arts are the most difficult courses.OFL-BP aims to provide professional learning opportunities to address the needs identified by stakeholders in the areas of such as but not limited to post-secondary and career pathways, Math intervention, English Intervention and strategies to meet the needs of our unduplicated student populations.|OFL-BP Teachers, counselors and support staff meet with students and parents many times throughout the course of the school year to discuss academic progress, benchmark assessment data results, goals, and strategies to meet those goals. These meetings can include discussion on resources available to students such as Direct Instruction classes, cohort facilitation of content, tutoring, and intervention staff that are available at the school site to support academic achievement. These achievement chats create an environment of inclusion, which allows both staff and the family an opportunity to be a part of the decision-making process. Regular communication with families is achieved through various communication platforms. If translation is needed, each teacher has access to staff members that can help communicate with the families in their native language. The integration of the Parent Portal through the school’s information system has allowed parents access to real time students academic progress such as grades, coursework completed, and highschool credits completed. During the pivot to distance learning OFL- BP continued its efforts to engage its stakeholders by providing multiple resources and opportunities for students and their families. Virtually and in-person offerings such as Back to School Night, Extra-curricular Activities, LCAP Focus Groups, Senior Events, College and FAFSA info sessions, Award Ceremonies, and Parent Universities, Student Led Conferences, Academic Learning Plan meetings, DELAC, SSC, Open House and Intervention re-engagement meetings were held through the charter to continue fostering the home-school partnership. Based on stakeholder input, OFL- BP saw an overwhelming trend that parents presented was that they are very concerned about postsecondary preparedness. 65% of parents believe the school should place a greater emphasis on college prep and planning, and 59% would like the school to focus on career preparation. In line with what both teachers and students have expressed, 78% of parents say that Mathematics and English Language Arts are the most challenging subjects for their child(ren). When asked about any barriers to attending school events, 49% indicated that their work schedule prevents them from participating in school activities, which informs the need to increase parental involvement by working around parent availability. OFL-BP aims for Full-implementation and Sustainability of the strategies and plans to develop the capacity of staff to ensure that they have the necessary tools to continue re-engaging students and their families after more than a year of a distance learning format and as transitions to in-person learning takes place. The school aims for Full-implementation and Sustainability in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators by providing additional opportunities such as Parent University sessions.|4|4|4|4|3|3|4|3|3|3|3|3|2021-06-15||2021 19642950000000|Bassett Unified|3|Bassett USD's strength in seeking input for decision making is in continuing to build the capacity of and supporting principals, staff, and family members to effectively engage families in advisory groups and with decision making. BUSD conducts annual training for site administrators to support effective engagement with families and decision making responsibilities. Additionally, BUSD conducts an annual workshop for parent representatives of SSC, (D)ELAC, and PAC; although all parents are welcome, the training is primarily for parent representatives of groups listed. The focus of the workshop is to build capacity and support their engagement in the advisory groups and decision making. Another area of strength is the numerous parents/families opportunities to provide input on both district and site policies and programs. Meetings are regularly hosted (PAC, DELAC, SSC, Title I, ELAC, Parent Academies, LCAP and LCAP Roadshow meetings during which input is sought. Additionally, the district and sites conduct a number of parent surveys and the data is analyzed so that the input in considered and informs decisions. A district focus area for improvement is to increase opportunities for all stakeholders (families, teachers, administrators) to collaboratively design and implement family engagement activities at both the site and district levels. The pandemic continues to limit the opportunities; however, the district is committed to working to host family engagement activities.|Bassett USD's strength in building partnerships for student outcomes includes continued participation in LACOE's Community Schools Initiate (CSI) who's purpose is to build equity for students by leveraging community resources to meet student needs as they prepare for college, career, and civic responsibilities. County partners include: Heal Services, Mental Health, Public Health, and Social Services. Additionally, BUSD continues to partner with Margaret's Place to serve students at Bassett High School. These services are provided to all students and their families, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. BUSD's focus area for improvement is to support families in understanding and exercising their legal rights and advocacy for their own students and all students. BUSD will continue to host Parent Academy series and will invite family/student advocacy experts to present to parents.|Bassett USD's strengths in building relationships between school staff and families begin with providing a welcoming environment for all families in the community, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students, as measured by parent surveys conducted at each school site. Additionally, the District's shows strength in developing multiple opportunities for sites to engage in 2-way communication between families and educators, using language that is understandable and accessible to families, as indicated by site parent surveys. A focus area for improvement is to increase the number of parents that attend parent meetings and are engaged in their child's school/learning. The pandemic negatively impacted these efforts; however, virtual meetings and communication were strongly utilized and supported. The district's Clinical Therapists will continue to host Parent Academy series' to address effective parenting skills, SEL, and providing academic support in the home. The series will change start time to mornings, as parents have indicated morning meetings are preferred.|3|4|3|4|4|4|4|3|4|3|4|3|2021-06-15||2021 19643030000000|Bellflower Unified|3|BUSD's current strength is with principals and staff effectively engaging families in advisory groups with decision-making. The area of focus is to build the capacity of family members to effectively engage in advisory group decision making.|BUSD's current strength is with providing information and resources to support student learning, development at home, and meeting with families to improve student outcomes. The area of focus is to support staff with improving school’s capacity to partner with families.|BUSD's current strength is with building trusting and respectful relationships with families and engaging in 2-way communication in an understandable language. The area of focus is to provide professional development for staff with regard to learning about family’s strengths, cultures, languages, and goals for their children.|5|4|3|5|3|4|4|4|3|3|3|3|2021-06-17||2021 19643110000000|Beverly Hills Unified|3|BHUSD includes community and parent stakeholders in all large decisions from purchasing technology to supporting the social/emotional learning of our students and instructional materials. We have advisory programs, strong PTA chapters, and activity booster clubs. In addition, we have numerous parent engagement committees that assist with feedback on ELPAC, LCAP, Title I, and general school culture. We are working on streamlining some of the meetings to ensure the information is clear to all the numerous advisory committees we host.|BHUSD provides numerous parent engagement activities (ranging from the morning, afternoon, and evening plus weekend events). Our parents provide us with valuable feedback on programming, instruction while supporting our classrooms and extracurricular activities. We have been working on developing and implementing individual educational goals for every student with the collaboration of the teacher/ parent relationship. This will hold both the teacher and parent responsible for the student's learning.|BHUSD staff has been hosting individual goal-setting meetings with our families to work on educational support at home. We have also engaged our community in numerous outreach programs from the utilization of technology to social/emotional support for students. We are always continually looking at how we provide communication to our parents. We host meetings both in-person and via zoom to include those that are working parents.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-14||2021 19643290000000|Bonita Unified|3|Bonita Unified School District has strategically incorporated stakeholders into their decision making processes. As evidence, during 2021 Bonita Unified School District took feedback from stakeholders from surveys and open forums requesting additional resources be allocated to mental health service on all campuses. As a result, for the 2022 school year, 4 additional mental health counselors were added to the District team. This change allows for expanded access for the 13 BUSD school sites. Bonita USD will continue to leverage the District English Learner Advisory Committee to facilitate communication with the families of English Learners.|Strong relationships with families are evidenced by active PTAs, the high frequency of volunteers, and significant participation in school events. Bonita USD continuously looks to engage in communication with families. Bonita USD will continue to leverage the District English Learner Advisory Committee to facilitate communication with the families of English Learners. Bonita USD uses the California School Parent Survey to survey parents annually. Two of the metrics from the 2021 survey that reflect the successful engagement with families are: - 79% of parent respondents marked Strongly Agree / Agree with the statement, “Parents feel welcome to participate at this school.” - 93% of parent respondents marked Strongly Agree / Agree with the statement, “School keeps me well-informed about school activities.” In 2021 schools were closed to families due to COVID restrictions, BUSD will work on ways to offer opportunities to welcome parents back to our campuses.|Bonita Unified School District offers its families a variety of opportunities to better support their students. The District hosts a Parent Partnership Academy to provide resources to parents to better support their students. This event has been expanded from a focus on Special Education to include opportunities for all parents. Topics include reading intervention, understanding your students' grade book, assistive technology, supporting students with anxiety, and many more parenting topics. Elementary schools offer family reading nights and STEM nights to connect families with the content students are engaging in. Additionally, middle schools offer a transition to middle school events for new parents of incoming 6th graders. High schools offer a transition to high school meetings for parents, as well as college preparedness evenings. Bonita USD has partnerships with San Antonio Regional Occupation Program and Mount San Antonio College to promote opportunities for students in Career Technical Education. Two of the metrics we use to evaluate the parent and family satisfaction on the ability to offer input to our district are collected on the California School Parent Survey. The 2021 results were: - 87% of parent respondents marked Strongly Agree / Agree with the statement, “School encourages me to be an active partner with the school in educating my child.” - 74% of parent respondents marked Strongly Agree / Agree with the statement, “School Actively seeks the input of parents before making important decisions.” (Up 12 points from 2019) As an area of focus BUSD would like to increase the percentage of parents who feel welcome to participate in schools from 79% to 90% using West Ed Survey.|4|3|2|4|4|4|5|5|5|5|3|4|2021-10-06||2021 19643370000000|Burbank Unified|3|The district strengths are in the areas of engaging parents in district-wide advisory groups and in supporting principals with strategies to engage parents. In addition, to the required engagement activities for Title I, English Learners, Special Education, Career Technical Education, and the Local Accountability Plan, the district also encourages parent engagement in multiple master plan development. For example, the Gifted and Talented Master Plan, the Alternative Education Master Plan, and the Mental Health and Wellness Master Plan. Areas in which the district needs to improve on are in its outreach to underrepresented families. Individual schools do an excellent job of engaging these families, but the district as a whole needs to improve its outreach. One positive step in this direction is the focused effort to make translation services available to families. The district has always met its legal obligation, but that is not enough to encourage more parent engagement in school governance. By making translation services more readily accessible, the district is demonstrating its desire for increased parent involvement.|The District Parent Involvement Policy is distributed annually to all parents and guardians as part of our Annual Notice to Parents at the beginning of each new school year. The Parent Involvement Policy complies with both Federal and State regulations. It is reviewed annually and updated as needed based on recommendations from CDE and CSBA. For Title I schools, the Parent Involvement Policy is reviewed and updated by the School Site Council at a regularly scheduled meeting. the policy is available on the website and hard copies are available at the schools. Parents are provided grade-level standards and conferences are held at the end of the first and second trimesters allowing parents/guardians to meet individually with teachers to discuss student progress towards mastery of the standards. parents receive explanations of their child's performance on the CAASPP. The parents also received a report that showed their progress towards standards on the district benchmark assessments, since not all students participated in the 2020-2021 CAASPP administration. Principals, support staff, and teachers at all grade levels provide group and individual training about how to use the student information system portal to access real-time data. They also receive training in all of the district software programs that have a home component, so they can monitor progress.|BUSD gathers input from parents, especially those whose children are socio-economically disadvantaged, English Learners, Foster Youth, and Students experiencing homelessness. This is accomplished through meetings, surveys. Parents are also encouraged to participate in school site and district governance. Multiple means of communication are used including emails, website notice, blackboard, phone blasts, and newsletters. Opportunities for parent education are also provided, both at the site and district level.|4|4|3|4|4|4|5|4|4|3|3|3|2021-06-17||2021 19643450000000|Castaic Union|3|Castaic Union School District consistently seeks input from families. The district annually conduct a district-wide survey of all parents/guardians to gather input regarding parent participation in programs, school-based activities, and decision-making opportunities school-wide, sub-group wide, and district-wide. Whenever a survey is submitted for responses from parents and the community, the results are communicated to the Board of Trustees with next steps to respond to the results. We incorporate the data received from the surveys and stakeholder meetings in order to develop next steps in writing goals and actions in our LCAP. The district continues to use data to evaluate the effectiveness of our current practices. In addition to surveys, we meet with staff, students, various school related groups, such as LCAP stakeholders, PTA's, PAC, Volunteer Clubs, ASB, Student Council, ELAC/DELAC, and administrator/teacher committees to establish next steps in order to make decisions that impact student achievement. decision making practices..The district will continue to seek new ways for families to provide input and share in the decision making process at both the school site and district level.|"Castaic Union School District is committed to engaging parents and incorporating their feedback in how they feel connected to their school sites and staff. CUSD is a transparent district and believes in open-door communication. CUSD school sites offer many opportunities in which to build relationships with families, staff and students. Our schools work diligently to accommodate parent/guardian schedules in order to provide times for conversations regarding their child's educational journey. We provide translations whenever needed to ensure that families understand and are able to participate in their child's learning. We are a welcoming small, family feel community. Based on our Parent survey 75% stated they felt that their participation was valued. Our district has the ""small-town"" feel, many residents know each other and many of our staff live in the community. It is often shared that students are not considered just a ""number"", and feel safe leaving their children in the hands of the school staff. An area of focus for CUSD is to continue to build on engagement and connectedness while at school. Most students (78%) feel there is at least one caring adult on their school sites. Our goal is that all students feel there is at least one caring adult on their school sites. We will continue to reflect on our current practices by examining data from our various stakeholders groups, such as LCAP Stakeholder meetings, PTA, Volunteer Clubs, Parent Advisory Committee (PAC), School Site Councils, DELAC, ASB and Student Council groups. We will survey all stakeholder groups in the Spring of 2022."|CUSD continues to establish events to initiate outreach and make connections with parents, including Parent Teacher Conferences for all students Preschool - 8th grade. We hold Back to School Nights and Open Houses as well as additional opportunities to discuss student outcomes, such as Student Study Team, Title I, ELAC/DELAC and celebratory assemblies. CUSD offers parent education nights, in which to share ways on how to partner with the school to best support their children. Each school site provides a Parent/Student Handbook which outlines procedures, rules, and information for parents. Our staff continues to be readily available to speak with parents, when concerns arise. An area of focus for CUSD is to continue to work with staff to build our capacity in partnering with families. In our small-town district, many families have great trust in how their children are progressing in their educational journey. We struggle with attendance when events are centered around family engagement and partnering with families. They share they feel confident in their child's progress and support. We will continue to reflect on our practices by meeting with the various groups in order to gain feedback to improve our practices in the area of partnering for student outcomes. During this school year remote learning, communication between the schools and families has greatly expanded. This past year, we purchased an online communication platform, ParentSquare, which provides information in both English the family’s native language, and has proven to greatly enhanced our ability to regularly communicate with our families.|4|4|5|5|4|4|5|5|4|4|4|4|2021-06-24||2021 19643520000000|Centinela Valley Union High|3|The following are key findings from the California School Parent Survey related to seeking input from parents/guardians in school and district decision making: 80% of parent respondents agree or strongly agree that CVUHSD schools actively seek the input of parents before making important decisions; 82% of parent respondents agree or strongly agree that they feel welcome to participate at our schools, and; 87% of parent respondents agree or strongly agree that they are encouraged to be an active partner with CVUHSD schools in educating their children. Though the District has greatly increased the percentage of parents engaged in decision making processes over the past four years, this remains one of our greatest areas for growth. Though the CSPS showed that 82% of parent respondents agree or strongly agree that they feel welcome to participate at CVUHSD schools, only 29% of parent respondents attended at least one Parent-Teacher Organization (PTO) meeting and only 6% of parent respondents served on a school or district committee. Though the District has continued to focus on on institutionalizing our Parent Teacher Organizations (PTO/PTSO) and including those groups in the District Parent Advisory Committee (DPAC), we will strengthen efforts to close this gap between parents’ feeling that they are welcome to participate in our schools and their actual participation through stronger implementation of the CV Parent Academy, with the intent to exert their agency as critical stakeholders in our decision making processes.|The District’s strength in this area lies in the provision of multiple opportunities through community partnerships for families to engage in meaningful opportunities to gather information and resources to support student learning, even while in a virtual setting. Through the Parent Centers, the District offered the following family engagement options: Parent Teacher Organizations (PTO/PTSO); Coffee with Staff (Principal, Academies, EL support, Counselors, etc.); PowerSchool workshops; referrals to outside community services; basic computer skills support, and; financial aid workshops. All parents are invited to attend the District Parent Advisory Council (DPAC) and LCAP Stakeholder Input meetings. Another strength for the District in this area is in relation to providing families with information and resources to support student learning and development in the home. Through the California School Parent Survey we learned that parents want increased opportunities to gain knowledge about how to better help their children continue the learning process at home. Even amidst the challenges of distance learning, 70% of parent respondents agree or strongly agree that teachers communicate with parents about what students are expected to learn in class. Efforts will continue in the coming school year to reconnect with families for whom the struggles of the global pandemic have made it increasingly difficult to maintain a close connection with our schools and their students’ academic progress. Finally, the District has continued to leverage it’s relationships with our partner districts to increase awareness about CVUHSD among elementary and middle school families. This year, we shifted to a fully virtual High School Rush Day during which 8th grade students and families from our partner middle schools explored our CTE pathway programs, athletics and club offerings, and engaged in virtual pep rallies. The District will focus its improvement efforts in this area on more strongly marketing our newly branded CV Family Academy to more strategically empower families and engage them in their students’ education and our school communities at large. The District’s goal will be to ensure equitable engagement of families in this program, specifically those families who are historically underrepresented in current family engagement efforts.|According to the California School Parent Survey (CSPS), 89% of parent respondents agree or strongly agree that CVUHSD staff treat parents with respect. Indeed, this is an area of strength for the District, accomplished most notably through the continued implementation of fully staffed Parent Centers. Having maintained, for a third year, the provision of a highly qualified Translator/Interpreter at each school site is a testament to the District’s efforts to ensure that language is not a barrier to building relationships with our families. Together, these positions will help increase opportunities for families to engage in events at the school site where parents can learn more about the academic expectations for and progress of their students and educators can learn more about each family’s strengths, cultures, languages, and goals for their children. Such opportunities include Coffee with Staff (Principal, Counselors, Safety Officers, etc.), Back-to-School Night, Grade-Level Parent Meetings, and AVID and Academy Nights. This year, the District also engaged Dr. Darin Earley, Director of Loyola Marymount University’s Family of Schools, to provide training for school leaders on culturally responsive family engagement practices. Our Parent Liaisons and site administrators will increase efforts to train staff on how to support families of diverse backgrounds, specifically by expanding trainings offer by Dr. Earley in the coming school year.|4|4|4|4|3|4|3|3|4|4|4|4|2021-06-22||2021 19643520128488|Family First Charter|3|FFCS has closely aligned its continuous improvement initiatives within all accountability guidance.|Our implementation has yielded insights into our students needs and our partnerships align to those expressed needs. FFCS will continue building its track record of community engagement.|FFCS will build on its established history of family and student engagement. Our school will continue various engagement events and continue seeking both formal and informal feedback via surveys and focus groups. One are to grow is related to our data and the analytics that visually represent our alignment towards this end.|4|4|3|4|4|4|4|4|5|5|5|5|2021-06-24||2021 19643520128496|New Opportunities Charter|3|NOCS has closely aligned its continuous improvement initiatives within all accountability guidance.|Our implementation has yielded insights into our students needs and our partnerships align to those expressed needs. NOCS will continue building its track record of community engagement.|NOCS will build on its established history of family and student engagement. Our school will continue various engagement events and continue seeking both formal and informal feedback via surveys and focus groups. One are to grow is related to our data and the analytics that visually represent our alignment towards this end.|4|4|3|4|4|4|4|4|5|5|5|5|2021-06-24||2021 19643780000000|Charter Oak Unified|3|COUSD provides opportunities for families, teachers, principals, staff, and District administrators to collaborate, plan, and execute family engagement opportunities. Each school site works closely with parent leaders in assessing the needs of students, and how best parents might be involved in this effort. Each school has the support of an engaged Parent-Teacher-Association (PTA) leadership. As well, a District PTA meets regularly to support the needs of our students and schools. Parents are encouraged to join committees such as ELAC, DELAC, and School Site Council. Most of these committees are decision-making and/or advisory groups. The District aims to improve on capturing the input of a wider breadth of families, especially our underrepresented families. This will be accomplished through the use of stakeholder engagement surveys and focus groups.|The District demonstrated several strengths in building partnerships with families to support student outcomes. During the pandemic, the District provided families an innovative way to learn how to better support the needs of their students. This was accomplished through the Distinguished Speaker Series, which featured parent information workshops from renowned speakers that addressed students social and emotional needs, college preparedness, and digital/social media safety. As well, schools provided a variety of means to connect families to their students' education, including virtual tutorial/office hour times, parent meetings, and school-wide events. To accommodate families during the pandemic, schools offered virtual events to ensure parents were attuned to the work that was happening at school. The District aims to focus on improving the social and emotional, and mental health needs of our students, particularly our underrepresented students. This will be accomplished through the development of our multi-disciplinary team to support students in transition, including the hiring of a community liaison, mental health lead, board certified behavior analyst, and behavior aides. The District believes that this teams' support of underrepresented students will in turn support the work that is done at home.|Charter Oak Unified School District (COUSD) seeks to continue to build partnerships between school and home to improve student outcomes. One of the District's Pillar of Success is strengthening relationships through collaboration and communication. COUSD builds capacity of administrators to build trusting relationships with families through principals' meetings and leadership meetings. Principals work with their staff in both formal and informal settings on how best to continue building strong relationships with families. Teachers have developed positive relationships with the families they work with. An evidence of our strength and progress in this area is the communication that occurs between the district/school and home. The Superintendent's office, Educational Services, and each school site, sends home timely communication on areas of interest and importance to families. During the pandemic, the district sent home periodic communication to families. School sites do a remarkable job in communicating with families using a variety of means, including Blackboard messages, Dojo messages, and/or daily bulletins. A focus area of improvement is to offer increased opportunities to connect with our English Learner families. The District aims to continue improving the engagement of these underrepresented families through family literacy nights, parent workshops, and sessions offered with translation services.|4|4|4|4|4|4|4|4|4|3|3|3|2021-06-24||2021 19643940000000|Claremont Unified|3|Once again, stakeholders felt that both the District and schools work hard at building partnerships with our families. Although most committees are advisory in nature, the feeling is that most are decision making committees, such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I. However, the only ones providing feedback and making decisions are those that are engaged. An area of focus will be to engage more underrepresented families and foster parent leaders on our campuses. Our District Parent Involvement Liaison has worked hard to provide more parent workshops and activities in order to involve more schools in some of the activities happening at other sites. This has been a challenge during remote learning but will continue to be a focus in 2021-2022.|Again, stakeholders felt that both the District and schools work hard at building partnerships with our families. This is demonstrated through the use of additional communication tools as well as the numerous workshops and trainings offered at the District and school sites. Families have opportunities to partner on committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I. Stakeholders felt that CUSD is very accommodating to families, and that a huge strength in building partnerships is the parent liaison who works tirelessly to reach out and engage families. Families would like to see more opportunities at the school level to partner, especially in the area of college readiness. An area of focus is to continue trying to engage our underrepresented families. CUSD appreciates feedback, but if a family is disengaged, the District does not receive their feedback. A couple of suggestions were brought up: 1) Survey parents to explore other ways to engage parents 2) Develop parent leaders on each campus to assist with parent engagement|Overwhelmingly, stakeholder groups feel that our schools, as well as the District Office, are welcoming. Both the District and schools offer trainings, committee opportunities, and provide resources on building trusting and respectful relationships with families. CUSD offers a wide variety of workshops throughout the District to engage families. The District utilizes many tools to communicate with its stakeholders such as Peachjar, Blackboard, Remind, Canvas, and Class Dojo. There are options to receive information in various ways such as email, text, phone, or flyers. However, it was expressed that families are being overwhelmed with information, and sometimes have difficulty sorting the site information from District and community information. Most, but not all, stakeholders felt that they have seen more communication in both English and Spanish. We have targeted two-way communication as an area for improvement. Our stakeholders felt that communication can often be one-sided and often there are not sufficient opportunities to respond. This can cause people to be reactive in situations rather than proactive. Another area for improvement will be to offer more trainings centered around cultural diversity and culturally responsive teaching. In addition, families would like to see more parent engagement opportunities at the secondary level.|4|5|4|4|4|4|4|4|4|4|4|4|2021-06-24||2021 19644360000000|Covina-Valley Unified|3|100% of schools have a School Site Council. 100% of schools have an English Learners Advisory Committee. 100% of schools have representation on the District English Learner Advisory Committee. In addition, teachers and administrators receive yearly professional development on engaging parents/guardians in decision-making through participation in advisory committees, parent-teacher organizations, and other school/district programs. C-VUSD promotes participation in programs and advisory committees of underrepresented groups by actively encouraging parents to participate and work with the local PTA chapters to find diverse members representing all groups. 100% of schools have access to interpretation and translation services allowing parents to participate fully in educational programs and while meeting with individual school staff members. In addition, when seeking feedback from parent and community groups, the feedback tools are available in languages other than English to ensure that all parents are heard and can provide valuable feedback. C-VUSD chose to focus on SSCs, ELACs, and DELACs because these advisory groups are identified in the LEA's LCAP as critical contributors in determining progress toward the LCFF priorities and allocating district resources to meet the goals. These identified groups also represent a wide range of collaborators. The LEA also chose these advisory groups to ensure that under-represented parents have a voice in decision-making. In addition to the SSCs, ELACs, and DELACs, C-VUSD holds regular LCAP/LCFF Community Meetings to seek input on the overall mission, vision, and progress towards meeting goals. The LCAP/LCFF Community Meeting attendees are comprised of parents, teachers, administrators, and students. The meetings are open to the public, posted, and parents are notified using mass communication tools.|"The mission of Covina-Valley Unified School District is ""Educational Excellence for Every Student, Every Day."" Part of the District's mission focuses on building relationships with students and parents. District staff works hand in hand with parents, teachers, and students on an ongoing basis to ensure that all voices are heard and all are engaged. Parents have multiple opportunities to provide input in school programs. Local advisory committees (School Site Councils, English Learner Advisory Committees, District Advisory Committee, District English Learner Advisory Committees, the LCAP Advisory Committee, and oversight committees), PTA's, booster clubs, attending special events, as classroom volunteers, by participating in advisory committees, and special events, attending extra and co-curricular activities, and attending parent/teacher conferences. A focus area for improvement is targeted outreach to underrepresented student populations. This targeted outreach includes the use of technology to engage families as well as traditional methods of communication. The primary foci are to provide agency for the underrepresented, provide additional parent education opportunities, and help parents support their students in and out of school. C-VUSD will expand mediums through which it disseminates information to raise awareness of resources and opportunities to increase student achievement, elevate college readiness, and provide enrichment. High-quality learning environments and proper support systems are critical in student engagement and connectedness. Parent education opportunities are yet another way of engaging families in their student's academic life. This goal strives to equip all families with the tools necessary to engage with school and support academic achievement. C-VUSD also supports families in understanding and exercising their legal rights and provides them opportunities to advocate for their children. This support includes web-based and traditional printed access to their rights and responsibilities, trained staff to assist parents in how to advocate, and translation services."|C-VUSD works through a collaborative process with all advisory groups to gain varying perspectives and input. Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. C-VUSD provides numerous opportunities for families to be involved at school, including serving on the: local advisory committees (School Site Councils, English Learner Advisory Committees, District Advisory Committee, District English Learner Advisory Committees, the LCAP Advisory Committee, and oversight committees), PTA’s, booster clubs, attending special events, as classroom volunteers, and by participating in advisory committees, and special events, and attending extra and co-curricular activities. Feedback from parent and community groups comes through multiple avenues, the use of virtual meetings, in-person meetings, surveys, electronic correspondence through the district website, emails, and phone calls to the sites and district office. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home. In addition, outreach is provided to underrepresented families through increased formal parent education through the Parent Institute for Quality Education (PIQE) and site-based outreach and parent academies. C-VUSD is committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. The District works to ensure that all forms and communications are transcribed into Spanish. C-VUSD uses technology to ensure that parents have ready access to school information. This access includes the District’s webpage, a mobile app, mass communication tools, and social media.|4|4|4|4|5|4|4|5|5|5|5|4|2021-06-28||2021 19644440000000|Culver City Unified|3|Results from the Spring 2020 LCAP Survey indicate that 82% of parent respondents were Very Satisfied or Satisfied with efforts to encourage meaningful parental input and participation in decision-making. Our efforts for the coming year will focus on outreach opportunities to encourage and improve meaningful engagement of underrepresented families who do not feel as welcome to participate in their child's education. CCUSD focus areas for improvement include: --Parent Engagement to Promote Equity and Access: From college financial aid workshops to elementary family math nights, CCUSD will sponsor multiple learning opportunities for parents to be connected to their children's success. To foster understanding of CCUSD's focus on supporting the academic, social-emotional, and behavioral needs of all of our students, parents will be provided with a series of learning opportunities that foster understanding of inclusive practices, cultural proficiency, and equity across schools. --Translation Services: CCUSD will continue and expand the support for active participation and input of families who speak languages other than English through interpreters, translations, and audio headsets at parent events.|Since 2014, CCUSD has administered an annual LCAP survey to all stakeholders regarding our district goals. This past year, CCUSD added questions geared specifically to gauge perceptions and experiences from remote learning due to the COVID-19 pandemic. Results from the 2020 surveys, completed by 1220 parents across all school sites, revealed the following percentages of parents who stated they: were able to readily access remote learning platforms during distance learning (96%); agree/strongly agree that CCUSD did a good job of keeping them informed about remote learning (88%); agree/strongly agree that their child knows what schoolwork is expected to be completed each day (90%); agree/strongly agree that support staff are available if needed (78%). Related to our district goals, parents reported that they agree/strongly agree that: parents feel welcome to participate in school (82%); school staff treat parents with respect (90%); they are well-informed about school activities (100%); the school promotes academic success for all students (86%); treats all students with respect (88%); and communicates the importance of respecting different cultural beliefs and practices (87%). Our efforts for the coming year will focus on outreach opportunities to encourage and improve meaningful engagement of underrepresented families who do not feel as welcome to participate in their child's education. CCUSD focus areas for improvement include: --Parent Engagement to Promote Equity and Access: From college financial aid workshops to elementary family math nights, CCUSD will sponsor multiple learning opportunities for parents to be connected to their children's success. To foster understanding of CCUSD's focus on supporting the academic, social-emotional, and behavioral needs of all of our students, parents will be provided with a series of learning opportunities that foster understanding of inclusive practices, cultural proficiency, and equity across schools. --Translation Services: CCUSD will continue and expand the support for active participation and input of families who speak languages other than English through interpreters, translations, and audio headsets at parent events.|"Opportunities for families to engage in meaningful opportunities to gather information and resources to support learning include regularly scheduled informal ""Coffee & Chat"" or ""Listen and Learn"" meetings with Staff (Principal, Counselors, etc.), Back-to-School Night, Grade-Level Parent Meetings, Parent Conferences, referrals to outside community organizations, volunteer orientation and training, PTSA / School Booster Clubs, special interest topic workshops for families of students with special needs, English Learners, immigrant status, food and housing insecurity, Family Literacy/Math evenings, as well as AVID and College Nights. The District will focus improvement efforts in this area on increasing the capacity of staff to partner with families."|4|4|4|3|3|4|4|4|4|4|4|4|2021-06-22||2021 19644510000000|Downey Unified|3|Building capacity among all the stakeholders is a focus area for Downey Unified. The annual Stakeholder Engagement survey is a critical process that engages all stakeholders to provide our district with input. This information is analyzed at all levels and action plans are created both at the sites and district level. School sites evaluated the input they received from their stakeholders. The district values the advisory committee process and ensures all school sites and district level staff are provided the resources necessary to support this process. The Parent Advisory Committee (PAC), comprised of English learner, Foster Youth, and low-income families, convenes five times throughout the year. The PAC reviews academic and survey data, visits school sites and programs, and participates in discussions about high priority programs that impact our most at-risk students. In addition, the District English Learner Advisory Committee (DELAC) collaborates around the English learner programs and provides input to the PAC on a regular basis. Based on parent input, opportunities for parent education are designed to meet their needs. Workshops on the student social emotional are a priority; funding is allocated to ensure there are multiple opportunities for parent access to these workshops. Resources to support for our Foster and Homeless Youth are a priority based on parent and staff input.|"Downey Unified seeks input from our parents/guardians through the Annual Stakeholder Engagement Survey. The key findings from the survey provide the district feedback around the five (5) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Best Staff; 4) Parent Engagement; 5) Infrastructure. A total of 8,825 parents/guardians representing grades TK – 12 participated in the Annual Stakeholder Engagement Survey for the 2020 – 2021 school year. The following results reflect the percentage of parents/guardians that agree/strongly agree to the statements around the Learning Environment: Learning Environment Statement % that Strongly Agree/Agree I understand the academic standards my child must meet. 93% My child is appropriately challenged in his/her curriculum. 91% My child’s teachers motivate him/her to learn. 89% My child’s school has the technology he/she needs to learn. 95% My child can get extra academic help before, during, or after school. 91% Parents are asked to provide feedback on the parent educational opportunities they would like to see at the district and site level. Based on 8,825 parent responses, the following are the top five (5) key areas parents would like as educational opportunities: Preventing Bullying Teaching Responsibility and Decision-Making Building Self-Esteem Promoting Positive Behavior Applying to Colleges and for Financial Aid Downey Unified chose to utilize a survey to capture a significant representation of our parent stakeholders to monitor and review the programs and services of the LCAP. The Stakeholder Engagement Survey is directly related to the District vision which states that all students will graduate with a 21st Century education that ensures they are college and career ready, globally competitive, and citizens of strong character."|"Downey Unified seeks input from our parents/guardians through the Annual Stakeholder Engagement Survey. The key findings from the survey provide the district feedback around the five (5) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Best Staff; 4) Parent Engagement; 5) Infrastructure. A total of 8,825 parents/guardians representing grades TK – 12 participated in the Annual Stakeholder Engagement Survey for the 2020 – 2021 school year. The following results reflect the percentage of parents/guardians that agree/strongly agree to the statements around Parent Communication and School Climate: Parent Communication Statement % that Strongly Agree/Agree I am well informed about what is going on in DUSD. 86% I am well informed about what is going on within my child’ school. 89% My overall experience with DUSD has been positive. 92% My overall experience with my child’s school has been positive. 91% My child’s teachers communicate with me about their academic performance. 75% My child’s teachers are accessible to me if I have questions/concerns. 92% The administrators at my child’s school are accessible to me if I have questions or concerns. 93% School Climate Statement % that Strongly Agree/Agree My child’s school enforces rules consistently. 91% The students in my child’s school treat each other with respect. 89% My child’s school meets his/her social emotional needs. 87% My child is positively impacted by CHARACTER COUNTS! 90% Downey Unified continues to strive to ensure that families feel their child’s school and district are places where they feel welcomed and safe to seek information and to voice any questions or concerns about their child’s education. In the area of Parent Communication, our goal is to increase the satisfaction of our parent community to feel they are well informed about what is happening in their school and district. Each school site creates an action plan based on their school site LCAP survey data that targets parent communication and school climate. In addition, DUSD will continue to seek input from our Special Education, Foster Youth, Homeless Youth, and English learner families as part of our Parent Advisory Committee (PAC)."|5|5|5|5|4|4|4|4|4|4|4|4|2021-06-15||2021 19644690000000|Duarte Unified|3|Board represents our community, making critical decisions that are informed by input from stakeholders. Staff ensures that structures are in place to reach and seek input from parents, including School Site Council (SSC), English Language Advisory Committee (ELAC), PTA, and Booster Clubs. These groups are trained and empowered to make critical decisions related to instructional programs, safety plans and budget. Each group has by-laws that ensure fair representation. Parent participation in the development and approval of the Local Control Accountability Plan (LCAP) is critical to ensuring that all students, including English learners, low income and Foster youth, have the support they need to be successful in school. Parents participate in this process through in-person meetings and a digital platform. An area of focus, with regards to seeking input for decision making, is the implementation of strategies that will increase the involvement of underrepresented groups in these processes.|Families are essential partners in meeting the mission of the Duarte Unified School District: to provide the knowledge, skills and inspiration for each student to be successful in college, career, and life. A variety of structures are in place to provide families with information and resources. These structures include school monthly newsletters and website information on how families can support student learning at home. This information is also disseminated through School Site Council (SSC), PTA meetings, English Learner Advisory Committee (ELAC) and Home/School Folders. During SST meetings and Parent Conferences, school staff provide parents with support and resources. Duarte has established partnerships with local agencies that support families that may need mental health support. District protocols around parent conferences are in place to ensure that parents are informed on how they can support their children with learning. Families are informed of their legal rights in IEP/504 meetings and through advisory committees such as ELAC, SSC and Title I meetings. While Duarte has many structures in place to support families, an area of improvement is to provide additional professional learning for staff and administrators to expand the breadth of families who actively engage with school. Staff would benefit in acquiring new and effective ways to engage families of children who are not finding success at school and who are typically underrepresented.|Duarte Unified has a variety of structures in place to build positive relationships with all families in the community. Our schools focus on creating a welcoming environment where families are seen as partners in the students’ education. Language that is understandable to all families is utilized for communication via Parent Portal (linked to our Student Information System), Back to School Night, Student Success Team (SST) meetings, Individual Education Plan (IEP) meetings, Section 504 meetings, and regular messages via all-call, texts, and email from administration, including regular reports from the Superintendent. In addition to receiving information and messages, advisory committees and parent surveys support the two-way dialogue with families about current initiatives and about school improvement efforts. Each school has a Site Foster Student Liaison and a Site Homeless Liaison to provide support to ensure students are successful at school. An area of improvement at all sites will be to support staff in best practices for reaching the underrepresented families, including an awareness of implicit bias and culture barriers to building relationships.|3|3|3|4|2|3|4|3|4|4|3|2|2021-06-24||2021 19644690128736|Opportunities for Learning - Duarte|3|OFL-Duarte has strengthened its capacity in engaging school stakeholders through offering more opportunities for feedback, engagement, and input in school decision-making. OFL-Duarte established its School Site Council in the Fall of 2020 to support in its efforts for increased collaboration with stakeholders in the school planning process. SSC members were informed about the LEA’s school plans, budget, and student achievement data in order to help with monitoring the LEA’s progress towards school improvement goals and actively developing OFL-Duarte’s 2021-2022 SPSA. The SSC also provided valuable feedback that was integrated into the LEA’s 2021-2024 LCAP and WASC Self-Study Report. The LEA also reaches out to all school stakeholders and encourages participation through hosting family engagement events and sending online surveys during the school year. A virtual Coffee Chat with the Assistant Principal and Spring Family Engagement Event were held to provide information to families about school-wide learning goals and actions, as well as to gather stakeholder insight about students’ challenges and successes during distance learning and the LEA’s proposed metrics for the upcoming school year. LCAP surveys are shared with families through School Messenger, email, and on social media. The purpose of these surveys, offered in both English and Spanish, is to ascertain how stakeholders feel about the programs and resources offered to students, how effective the LEA is in meeting the needs of all students, and how the LEA can improve the quality of teaching and learning to ensure a thriving school community. A survey about stakeholders’ feelings towards distance learning, access to resources, and learning needs was also sent at the beginning of the pandemic to inform the LEA’s actions in transitioning to a virtual learning environment. Lastly, the School Climate Survey is given every two years to gain a better understanding of students’, parents’, and staff’s perspective on the LEA’s school culture. The feedback collected from these surveys allows school stakeholders to have an active voice in the school planning process, from instructional decisions to post-secondary opportunities to extracurricular offerings. While previous in-person opportunities for stakeholder involvement in the decision making and engagement in the school community were not able to be offered during the pandemic, we hope to host events such as our Bilingual Scholars Family Event in the future. We would also like to provide similar engagement opportunities for the families of our middle schoolers and students with disabilities to empower underrepresented groups in our school community. By allocating funds within Goal 4 Action #1 in our 2021-2024 LCAP towards hosting stakeholder events and improving communication with parents, OFL-Duarte will continue to promote stakeholder engagement and encourage active participation that drives positive school change.|OFL-Duarte provided professional development to school leadership and equipped them with the tools needed to successfully launch and train its School Site Council. This was critical in the LEA deepening its relationship with students, parents, and staff so that they were knowledgeable of their rights as school stakeholders, the responsibilities of the School Site Council, and the process of planning the LEA’s school-wide goals and actions for the upcoming school year. On a more individual level, OFL-Duarte develops relationships with students and families to increase and improve student outcomes, beginning at enrollment. Students and parents meet with the Center Coordinator who reviews school expectations, policies, procedures, and school offerings. Families also connect with the student’s teacher to begin building rapport and establish short and long term academic goals. Special Education Specialists, English Language Specialists, and a Foster and Homeless Liaison also support students and families by providing targeted support and accommodations they need to be successful. The Post-Secondary Counselor meets with foster youth students to ensure they are receiving appropriate support and guidance, and are aware of their educational rights and options. Regular parent communication regarding student attendance, academic growth, and post-secondary goals is ongoing throughout the year so that students, parents, and teachers can work collaboratively to drive student success. Semesterly parent conferences are also held to review academic progress, reassess goals for the new semester, and discuss post-secondary plans. LCAP surveys indicate that the LEA was successful in maintaining communication with families, as 90.5% of parents reported they receive enough or more than enough communication from the school. 100% of parents also expressed that they feel comfortable reaching out to their child's teachers. In being mindful of how students’ needs evolved during the pandemic, the LEA re-examined how it could best support families with additional resources to promote student learning and growth at home. This included tutorials on how to utilize technology, digitizing resources such as school planners, providing meals, increasing staff support to allow for more individualized academic supports, and expanding means of communicating with the school. This included emails, phone calls, texting applications such as Google Voice and Remind App, mailers, and virtual meetings. Ongoing communication also enabled the LEA to keep families informed of other school resources such as dual enrollment, internship opportunities, counseling, and stakeholder events, in addition to community resources. The LEA’s focus on parental involvement and stakeholder engagement is addressed in LCAP Goal 4 Action 1, where we look to expand opportunities and platforms to obtain feedback and input from our stakeholders.|The cornerstone of OFL-Duarte’s service to our students is building rapport between students, families, and school staff. An individualized approach to promoting students’ academic, mental, and social-emotional growth is evidenced throughout our program, from the structure of student appointments to the quality of student/teacher relationships. The LEA also recognizes the importance of collaborating with families to drive positive student outcomes. Teachers connect regularly with families through informally updating parents/guardians on student progress on a monthly (and sometimes weekly) basis, and more formally at the end of each semester through parent conferences. When student intervention is needed, teachers proactively involve parents to best address students’ learning needs and identify academic resources and strategies for student success. During distance learning, OFL-Duarte continued to reach out to families through family engagement nights as well as more individualized communication via phone calls, texts, emails, and video meetings. These actions were crucial in maintaining engagement with stakeholders and keeping them abreast of important updates regarding school events and opportunities, school and community resources, and students’ academic progress. Additionally, the LEA offered virtual field trips, virtual student groups. and e-sports. While participation in stakeholder events was not as strong as it was prior to distance learning and concern about students’ lack of motivation and engagement was expressed in Staff LCAP Surveys, the School Climate Survey shows strong positive ratings in measures of Shool Connectedness/Engagement across all stakeholder groups. Median scores in this dimension were 4 for students, 4.5 for staff, and 4 for parents, with scores between 3.5 and 5 indicating positive feedback. 95.3% of parents also reported a positive sense of school connectedness on Parent LCAP Surveys. OFL-Duarte continues to increase opportunities for families to engage in two way communication between families and educators using language that is accessible and understandable to all families. This includes providing school newsletters, emails, and information in family native languages, and ensuring that translators are available during parent conferences and intervention meetings. OFL-Duarte’s emphasis on stakeholder engagement is reflected in its actions embedded in LCAP Goals 3 and 4. These actions include continuing individualized academic and post-secondary planning, offering college and career workshops to parents and students, holding stakeholder engagement events throughout the year, utilizing technology to improve communication with families, and providing a diverse range of extracurricular activities to students. The LEA hopes to improve in this area by hosting stakeholder engagement events specific to under-represented families such as students with disabilities and English Learners.|4|4|4|4|3|3|4|2|3|3|3|3|2021-06-15||2021 19644690139535|Options For Youth - Duarte, Inc|3|As a new charter in its second year of operation, OFY-Duarte is in its initial implementation of seeking input for decision making. The LEA employs multiple modalities to provide all stakeholders with key information about our school, and to solicit feedback about events, goals,and programs our school uses to support the success of our students. The LEA posts information to our website, mass emailing through School Messenger, posts on multiple social media outlets, mailers to the student residence, and flyers at the learning sites. As an independent study secondary school, every student is assigned a teacher who monitors their progress towards graduation. This one-to-one relationship creates the dynamic where a student’s teacher formally and informally contacts the student’s guardian multiple times a month through text, phone call, and email. The charter has a DELAC, but is looking for ways to increase participation in the DELAC. The charter also provides parents with opportunities to participate in the development of LCAP, WASC, and other school improvement plans and policies. An area of growth for the charter is in recruiting parents to more actively participate in parent groups, including DELAC. In order to address this, the charter has developed Goal 2 Action 2: Stakeholder Engagement and will work toward pursuing parent participation in decision making.|OFY-Duarte provides families with resources to support learning and development at home, implementing policies and programs for teachers and families to collaborate toward improving student outcomes, and supporting families to understand their legal rights and advocates for their students. This begins when new students and their parents attend an individualized enrollment orientation. Families are provided with the student handbook upon orientation, and are assigned a mentor teacher as well as English Language Specialists, Special Education Specialists, and/or a Foster Homeless Youth Liaison, when applicable. These teachers and specialists, as well as our Post Secondary Counselors work with families to provide individually tailored supports and resources for promoting student learning and development at home. In addition to monthly (and sometimes weekly) communication between parents and mentor teachers, formal parent conferences are held semesterly and the charter has a streamlined intervention policy designed to provide additional support for students struggling to meet student learning outcomes.Our leadership teams provide teachers with clear expectations for following policies and procedures adopted by our School Board. Our Special Education Specialists are fully in compliance with all state and federal laws, including providing and explaining parent rights to education rights holders and/or adult students. In our Fall 2020 LCAP survey 78% Parents feel they receive enough communication about their student's academic progress. 85% of parents also felt OFY Duarte encourages parental involvement and participation. Our analysis of our strengths in building partnerships in student outcomes is evidenced by our positive results in the School Climate Survey’s “Support for Learning” indicator (Students: 4.06; Families: 4.11) and the “School Connectedness” indicator (Students: 3.93; Families: 3.93). We will continue to improve these areas through our 21-24 LCAP through Goal 4 Action 2: Stakeholder Engagement, Goal 3, Action 2: Academic and Postsecondary Planning, and Goal 2 Action 4: 21st Century Education and Technology. One area of growth for our charter is providing more opportunities for providing professional learning and support to partner with families. In our Fall 2020 LCAP survey, 78% of Staff feel they receive enough communication from their leadership team about school initiatives and goals. Our charter provides well-developed internal professional development for staff, utilizing both a Programs Coach who train staff on policy implementation and develop resources for students and families to support student learning at home. However, our charter seeks external professional development opportunities and training for increasing our capacity to implement partnerships with students and families. This is addressed in our 21-24 LCAP Goal 2, Action 2: Professional Development.|Options For Youth Duarte prides itself on building trusting and respectful relationships, creating welcoming environments, respecting and promoting diversity, and developing multiple opportunities for 2-way communication between families and educators. The LEA recognizes the importance of collaborating with families to drive positive student outcomes, and our individualized approach to promoting well-rounded student growth and achievement is evidenced throughout our program, from the structure of student appointments to the quality of student/teacher relationships. Teachers connect regularly with families through informally updating parents/guardians on student progress on a monthly (and sometimes weekly) basis, and more formally at the end of each semester through parent conferences. When student intervention is needed, teachers proactively involve parents to best address students’ learning needs and identify academic resources and strategies for student success. During distance learning, OFY-Duarte continued to reach out to families through family engagement nights as well as more individualized communication through remote options. These actions were crucial in maintaining engagement with stakeholders and keeping them abreast of important updates regarding school events and opportunities, school and community resources, and students’ academic progress. The LEA increased staff capacity to be more responsive to the academic, mental, and social-emotional needs of students as these evolved during the pandemic. The impact of school communication and its focus on supporting families is evidenced by our positive School Climate Survey “Social Support for Adults” indicator (Students: 4.06, Families: 4.03, Staff: 4.65). OFY-Duarte continues to seek ways to increase opportunities for families to engage in two way communication between families and educators using language that is accessible and understandable to all families. This includes providing school newsletters, emails, and information in family native languages, and providing translators during parent meetings. One area of growth for two way communication is finding a new staff member who speaks Armenian, as this is our third most common language spoken by parents. OFY-Duarte’s emphasis on stakeholder engagement is reflected in its 21-24 LCAP through Goal 4 Action 2: Stakeholder Engagement, Goal 4 Action 1: Basic Services, and Goal 4 Action 5: School Safety. These actions are essential to ensure that our school continues to provide families and the community with opportunities to engage in our offerings, continue to provide fully credentialed high-quality teachers to build rapport with students and families, and provide welcoming environments both remotely and in our physical locations.|5|5|5|4|3|4|4|4|3|3|3|3|2021-06-16||2021 19645010000000|El Monte City|3|EMCSD has prioritized building the capacity of school staff as well as that of parents to actively engage families in advisory groups and in decision-making. The District Community Liaison provides annual training to all parent members of the School Site Council to communicate the role of this committee as it relates to the development of the School Plan for Student Achievement. The training empowers parents to be effective participants in this process that includes, conducting a comprehensive needs assessment, identifying effective strategies, monitoring the implementation of such strategies, and evaluating the effectiveness of these strategies. Similarly, elected school representatives that constitute the District English Language Advisory Committee, receive training that prepares them to carry out their legal responsibilities as they relate to the progress of English Learners. The training equips parents to evaluate district practices designed to support English Learners to attain English fluency within a reasonable amount of time. Through regularly scheduled meetings, DELAC members analyze state assessment results in English Language Arts, Mathematics, and English Language Development. DELAC members also receive information on the use of Title III funds in the district. Finally, all School Plans are developed in consultation with the school’s English Language Advisory Committee (ELAC). Parents have also played an essential role in the development of the district’s Local Control Accountability Plan. From its inception, the parent members of the LCAP Advisory Committee have helped inform the development, evaluation, and update of the LCAP. Several LCAP actions were specifically developed to address needs identified by parents. Today, parents are proportionally represented in the LCAP Advisory committee and they continue to provide essential input for the on-going implementation of the LCAP. Results of the 2019-20 California Parent Survey indicate that 80 percent of parents indicate that they strongly agree/ agree that the school actively seeks the input of parents before making important decisions, and another 91 percent indicate that the school allows input and welcomes parents’ contributions. These results reaffirm the district’s commitment to being inclusive of families in our community. We do, however, recognize that there is a growing number of Asian American/Pacific Islander (AA/PI) families in our district that will need support specifically targeted to meet their unique needs. To this end, the district has committed funding to provide a district-level community liaison primarily dedicated to identifying strategies that support these parents.|A close analysis of California Parent Survey(CPS) data demonstrates that there is a high parent participation rate at school events that allow parents to have individual discussions regarding student progress with their children’s teachers. Events such as Back to School Nights, Open House, and Parent-Teacher Conferences (twice a year), have over ninety percent parent attendance. These are excellent opportunities to continue to build partnerships with families. Schools capitalize on these opportunities by ensuring that parents receive clear information regarding their children’s progress, while also making sure that parents are aware of the resources they can use to support learning at home. In responding to the following statement in the CPS: Teachers communicate with parents about what students are expected to learn in class, ninety-five percent of parents strongly agreed or agreed. Another area in which the district has made excellent progress is in supporting parents with the understanding of legal rights and in helping them know how to advocate for their own students. This information has been shared with parents in a variety of settings: advisory committees, district-wide training, and school-based workshops. Parents have played a key role in the development, implementation, and evaluation of the Local Control Accountability Plan (LCAP). Parents are active members of the LCAP Advisory Committee, which is ultimately responsible for monitoring the actions contained in the plan and is also responsible for recommending LCAP approval to the Governing Board. Parents representing English Learners (DELAC/ELAC) receive annual training so they can execute their legal responsibilities as members of these committees. Both groups advise the development of School Plans for Student Achievement, as well as the LCAP. Finally, the district community liaison provides training to parents to build parent capacity to function as effective members of the School Site Council. Over the past three years, parents from all schools have participated in Leadership training. In collaboration with the State PTA, the district has provided School Smarts training to representative groups of parents from all schools. The training is comprised of an array of skills designed to build leadership and advocacy. At the school level, parents have received PESA (Parent Expectations Support Student Achievement) training, which is designed to build parental skills that empower parents to advocate for their children. During the pandemic and school closures, EMCSD made great gains in the area of supporting student learning in the home by ensuring students were connected with Chromebooks and hotspots. Additionally, the district hosted a number of training and webinars to provide parents with resources to support their children learning from home. We will continue to utilize this format as a way to connect with students and parents in the home.|El Monte City School District believes that effective communication is at the core of developing strong relationships with our families. Over the past several years, EMCSD has developed a variety of strategies to improve two-way communication between schools and families - including the implementation of ParentSquare, a two-way app that allows us to contact parents and allows parents to contact us. Currently, 90% of our families are contactable via the ParentSquare app. We also have a community liaison at each site, whose sole responsibility is to build relationships with families. A district-level community liaison coordinates the work so that engagement strategies are also implemented district-wide. EMCSD administers the California Parent Survey (CPS) annually to all parents. For the past few years, over 80% of our parents have completed this survey. This large sample size has allowed the district the opportunity to evaluate its parent engagement strategies. In the 2019-20 CPS, 94% of parents agreed or strongly agreed that School staff treat parents with respect; 88 % agreed or strongly agree that School staff take parent concerns seriously. This indicates to us that the district is developing the capacity to build trusting and respectful relationships with families. In terms of creating welcoming environments for our families, 92 % agreed or strongly agreed that Parents feel welcome to participate at this school. Additionally, 91% percent strongly agreed or agreed that School staff are helpful to parents. As far as building effective two-way communication, parents indicate that they are satisfied with the district's efforts to communicate regarding the education of their children. CPS results show that ninety-three percent of parents agreed or strongly agreed that School keeps me well-informed about school activities, while 90% stated that the School promptly responds to phone calls, messages, or e-mails. These results, combined with parent feedback we receive at different parent events, give us confidence that our building relationship strategies are proving to be effective. This indicates to us that the district is developing the capacity to build trusting and respectful relationships with families. While we are confident in the progress made in this area, we are cognizant that there is an opportunity for growth. We will focus on supporting staff to learn about families' rich cultural backgrounds and strong personal values that are essential for the development of the whole child. The district's family engagement team is committed to continuing to find strategies that help all staff appreciate the goals that parents in our district have for their children.|4|4|3|4|4|4|4|4|4|4|4|4|2021-10-18||2021 19645190000000|El Monte Union High|3|Throughout each school year, the EMUHSD consults with families to determine what engagement opportunities they would like to be made available to them, along with the best time, and venue. Parent engagement opportunities are provided based on the input received. This has resulted in an annual increase in parent and family involvement. The EMUHSD continues to provide professional development to both staff and families on the effective engagement of families in advisory groups and with decision-making. Opportunities for input on policies and programs are provided throughout the school year at both the district and site levels. Staff and families continue to work together through various stakeholder groups to plan and evaluate family engagement activities. The goal continues to be to increase the engagement of families. The EMUHSD will continue working with parents and staff to implement strategies to reach and seek input from underrepresented families.|Parents and guardians of students in the EMUHSD continue to be provided with information and resources to support student learning at home. Each year, additional training and workshops have been made available to families, via different venues, to support student learning and development at home. Forums have taken place to assist families with understanding and exercising their legal rights and advocating for their students. Information is shared via different venues (email, calls, texts, social media, etc.) and in different languages to improve the engagement of underrepresented families.|Each school has created a welcoming environment through parent centers that provide information and resources to parents, staff, and community members in different languages. The staff in the Parent Center has been trained on building relationships with parents. Our goal is to provide all staff the opportunity to receive training on building trusting relationships with families. Staff continues to provide multiple opportunities to engage in 2-way communication between families and educators. Communication to the community continues to be provided in multiple languages. Staff is committed to making personal phone calls to improve the engagement of underrepresented families.|3|5|5|5|3|5|3|5|5|5|5|4|2021-06-23||2021 19645270000000|El Rancho Unified|3|El Rancho Unified School District is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create and sustain communication between home and school to meet the unique needs and background of each student. To build strong relationships, ERUSD communicates regularly with parents, students, and other stakeholders through monthly meetings at school sites, frequent phone calls/text messages and email, weekly newsletters which are written in English and Spanish, and a robust school website. Parents and community members also receive information through a number of social media platforms, such as Twitter, Facebook, and Instagram. Schools and district offices also use a translator when needed for phone calls, school/district meetings, SARBS, and IEP or 504 meetings. These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school services and programs. To help our families connect to the greater school community, as well as support learning at home, ERUSD made available parent videos and schools hosted parent workshops during the school year. In addition, the schools held School Site Council meetings, the district held Parent Advisory Committee Meetings, and other parent input meetings for students with disabilities. Staff members were effective at recruiting underrepresented families.|Our LCAP Goal #2 focuses on engagement for all stakeholders, including parents. We are providing a direct action to offer parent workshops in a variety of areas. These workshops will better prepare parents to support their children in their homes. Possible topics for these workshops can include Go Math (adopted math curriculum) for elementary, AVID for middle school, and a-g requirements for high school.|ERUSD is committed to working with our families and creating a partnership to ensure the success of our students. Our 2021-2024 LCAP Goal #2 focuses on engagement for all stakeholders, including parents. During the pandemic, we quickly became aware of the importance of 2-way communication with families in an ongoing basis. This year, we were able to offer parent conferences through Zoom/Google Meet and this allowed parents who are not normally able to attend to be able to participate in the parent conference process. The current level of engagement that we hold with our families is an area of strength for us. An area of improvement is creating structures, policies and opportunities to sustain our current level of communication.|4|5|4|5|4|4|4|4|4|4|4|4|2021-06-29||2021 19645350000000|El Segundo Unified|3|ESUSD has a strong commitment from the stakeholders in constantly evaluating and improving. One of those ways is through parental/family engagement. Data is examined and input is provided on how to further engage our families, with a special lens towards the underrepresented families through committees such as: The Local Control Accountability Committee, School Site Councils, Special Education Task Force, District English Learner Advisory Committee, Facility Advisory Committee, Wellness Committee, Social Emotional, Instructional, and Parent Engagement Committee, Bond Oversight Committee, and Safety Committees.|ESUSD has a long history of strong parent participation in schools. ESUSD works collaboratively with parents, students, and stakeholders to ensure all families are welcomed and engaged. Their are various committees, surveys, as well as personal outreach to connect with all families with a special lens on underrepresented families.|ESUSD utilizes every opportunity to engage and partner with families. Powerschool, Altitude, Schoology, SeeSaw, along with informal and formal assessments are accessible and shared with families. Fall and spring conferences are also held to communicate student progress, strength, and identified areas for improvement. Parent support options and rights are sent out, as well as many parent educational meetings and social gatherings.|5|4|4|4|4|5|4|4|5|5|5|5|2021-06-08||2021 19645500000000|Garvey Elementary|3|The District has demonstrated great progress in providing all families, including underrepresented groups (e.g., English learners) with opportunities to provide input as well as providing opportunities to have families and staff work together to plan and implement family engagement activities, through regularly-scheduled district- and school-level parent participation and education meetings, a variety of parent engagement activities, and the parent outreach programs facilitated by district- and site-based bilingual parent support staff. The focus area for improvement is to strengthen the District’s efforts in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, particularly working parents, new immigrant and low-income families.|The District has demonstrated great progress in supporting families to understand and exercise their legal rights, by providing the Annual Parent Notifications on parents’ legal rights and Uniform Complaint Procedures (in four languages); conducting ongoing school- and district-level school parent meetings, including School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee and IEP meetings, when parents are informed of their legal rights and provided with the opportunity to exercise their legal rights and advocate for their own students and all students. The focus areas for improvement include: 1) strengthening the District’s efforts in providing professional development and support for staff to partner with families, in addressing the mental health and social-emotional needs of students, and 2) providing families with information and resources on intervention and enrichment programs to meet the diverse needs of students.|In addressing the COVID-19 challenges, the District has demonstrated significant progress in developing multiple opportunities for 2-way communication between the district/school staff and families, by using multiple forms of communication (e.g., Class Dojo, text and voice messages, informational meetings, parent focus teams), and by having two bilingual School Community Coordinators housed at each school to conduct parent outreach in different languages. The focus area for improvement is to strengthen the District’s efforts in supporting staff to learn about each family, particularly the ones with special needs, through training on culturally responsive practices and target outreach for high-needs families.|4|4|4|4|4|4|4|5|4|4|4|4|2021-06-30||2021 19645680000000|Glendale Unified|3|Glendale Unified offers multiple parent engagement opportunities, including school and district level advisory committees, to seek input and engage parents in decision-making processes regarding program development and implementation. Parents are encouraged to participate via site and district messaging systems provided in Armenian, English, Korean and Spanish. Multiple meetings are held throughout the year to allow for increased parent participation, feedback regarding school/district based programs and services and opportunities for families, teachers, principals and district administrators to work together to develop effective family engagement activities at both the site and district level. Translation and child care services are provided to help solicit parent participation. GUSD is committed to seeking innovative strategies/programs aimed at increasing parent participation/engagement at the district and site level. During the 2019-2020 and 2020-2021 school years, GUSD held a number of meetings to allow families to give input on every step of planning through the pandemic. Multiple surveys were conducted to determine the best strategies to support students and families through the challenges experienced as a result of COVID-19 and to plan for reopening. In 2020-2021, the School Planning Survey was administered at each school to determine parent perception of decision-making opportunities. Overall, 76% of families reported that they are given the opportunity to be involved in decision-making and leadership roles. Also, 88.7% of parents expressed satisfaction with their opportunities to be informed of their child's progress. Finally, 66.5% of parents expressed satisfaction with their opportunities to participate in training to support student learning.|Glendale Unified offers professional learning and support for families in understanding and accessing resources for state assessments such as CAASPP and ELPAC. Site-specific performance data is shared with families and specific next steps to address areas of focus are discussed. Resources for support and learning at home are also shared. Teachers meet with families during each grading period to review students' academic progress and engage them in the learning experience at events such as Reading Nights, Math Nights, and other opportunities for building a partnership for learning. Families take part in ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings. The district will continue to improve its communication with families, including sharing socioemotional and school climate data and discussing actionable next steps.|Glendale Unified offers several opportunities for schools to build strong relationships with families. GUSD utilizes a multi-pronged, multilingual outreach campaign (phone calls, email, traditional letters, social media, and more) to increase family engagement and opportunities for schools to build strong relationships with families. Surveys provide insight into school needs in addressing community questions and concerns. Parent Chats, Parent Academies, CABE (California Association of Bilingual Education) Project Inspire, School Smarts Parent Engagement Program, and the Glendale Unified Welcome Center provide information and resources necessary for successful school experiences. Data and input opportunities are offered to families in the Superintendent's Parent Advisory Committee (SPAC), School Site Council (SSC), ELAC (English Learner Advisory Committee), and DELAC (District English Learner Advisory Committee). Additionally, the GUSD Superintendent meets with the PTA leaders and a districtwide Culturally Relevant and Responsive Education (CRRE) group was launched in 2020-21 to create a forum for families and staff to provide input.|4|4|4|4|4|4|4|4|4|4|4|3|2021-06-15||2021 19645760000000|Glendora Unified|3|In addition to the expanded communication tools and trainings mentioned in the Building Relationships and Building Partnerships for Student Outcomes categories of Local Indicator 3, Glendora Unified continues to expand the engagement of all students and families. While the LCAP Stakeholder Surveys--that will be re-titled beginning in 2022--gathered more input from a wider audience than the District had previously accomplished, the District remains committed to annual increases of the number of community members responding. School principals have traditionally held School Site Council meetings, Parent Teacher Association meetings, and frequent parent-teacher conferences and individual meetings as requested. This year, the District and all school sites will increase formal, targeted outreach to increase the number and quality of opportunities available to seek input from any underrepresented groups in the community and to plan, design, implement and evaluate family engagement activities at the school and district level. Superintendent DeLeon has met every other month with student advisory committees at the elementary, middle, and high school level since she began her work in the district. She also meets with parents, community members, and staff on the same frequency.|Glendora Unified has had a consistently engaged community of families engaged with students' education. As a result, new practices have begun to enhance this work. A series of parent/family education sessions was developed in the fall of 2021 after soliciting feedback from all students' families. As a result of this feedback, training sessions for families and related ones for staff have started. Sessions are available in person and/or via virtual technology; they are also recorded and distributed in weekly messages to families and/or on social media whenever possible. Websites for the District and all schools will be enhanced beginning in the winter of 2021 as part of a year-long project to improve access to information expressed as a need by many constituent groups. Additionally, the District and school sites will endeavor to increase each family's knowledge of their student's performance and that of the school as well.|Glendora Unified School District works diligently to build, maintain, and enhance relationships with constituents. Two surveys administered in the spring of 2020--the LCAP Stakeholder Survey of Adults including staff and students' families and the LCAP Student Survey--indicated a strong need to improve the quality of relationships between families and schools and the nature of the school environment specific to how welcome families feel. As a result, leadership teams and office staff will focus on this area during the next three year LCAP cycle. As a result, the team has given itself a score of 2 in these areas of the self-reflection. Two other areas of self-reflection--supporting staff to learn about each family as this information relates to education and building multiple opportunities to engage in two-way communication--the district has implemented additional practices as of the 2020-2021 school year. Beginning in July of 2020, the District provided translated messages for all significant messages in English and the three other, most prevalent languages of students. Furthermore, a weekly newsletter for families and one for staff were distributed to provide focus on District priorities as well as a predictable cycle of communication. Additionally, in the fall of 2021, Aeries Communication (officially known as Parent Square) was implemented to enhance communication. This tool also provides translation of messages in the language selected by the audience receiving it for many documents. Finally, the team is ready to present a communication plan to all constituents to set expectations and further define processes that will be evaluated annually for effectiveness and related adjustments based on feedback from all involved.|2|2|3|3|3|3|3|3|3|3|2|2|2021-10-11||2021 19645920000000|Hawthorne|3|While the actions and services outlined above speak to the many ways in which parents and guardians were invited into the schools and provided with support that was needed, it should also be mentioned that the District takes seriously its responsibility to inform parents of their right and ability to participate in the school and district decision-making processes. The District continues to promote participation in school-based bodies, such as the School Site Council and English Learner Advisory Committee, as well as the district-level entities, such as the District Advisory Council and District English Learner Advisory Committee. While the District is confident that genuine efforts are made to engage parents and guardians in decision-making processes, it was affirming to see that 90% of parents and guardians who responded on the District's 2020-21 LCAP survey to the associated item pertaining to parents sharing input for decision making, indicated that they agree that they are presented with opportunities to be a part of the decision-making process at the school and district levels. This data is directly related to the District's goal to increase parent involvement and participation, as set forth in the Local Control and Accountability Plan (LCAP). They also relate to the various goals established in connection with the other Local Control Funding Formula priorities, as increased family participation and involvement in decision making are seen to have had a positive effect on academic performance, disciplinary outcomes, attendance, and overall school climate. All school sites also documented the promotion of and full representation on their School Site Council and their English Learner Advisory Committee, with representatives from each school serving on the District Advisory Council, the District English Learner Advisory Committee and consistent monthly parent workshops to continue to support decision making that will directly affect positive student outcomes. With these positive outcomes being associated with the actions and services related to it are deemed to be effective. However, Parent Needs Assessments are also completed at the end of each school year to assist in refining the parent engagement opportunities for the following year. For example, last year, an emphasis was placed on increasing the number of student performances at all schools, as these types of events were requested by the parents per the needs assessments.|The District employs a full-time Family Outreach Teacher on Special Assignment (TOSA) to build capacity and to effectively support school sites on how to engage and empower parents and guardians to be active participants in the education of their children. This individual conducted numerous workshops on topics such as: developing early literacy skills, understanding the CAASPP student score reports, the importance of student’s daily attendance, How to Prepare your child for summative State Assessment, preparing for Kindergarten Enrollment. This year, the Family Outreach TOSA also designed and facilitated a set of workshops for parents and guardians of 5th-grade students that introduced them to the programs offered at the middle school levels and the choices that they can make for their child. Elementary and middle school staff assisted with these workshops. The Family Outreach TOSA provided direction and guidance for the Hawthorne Parent Academy (HPA) committees at every school. The HPA is a targeted support group for parents/ guardians of students in entry level grades such as kindergarten, 6th grade, and 9th grade that includes a series of strategic monthly workshops focusing on age-appropriate academic, social-emotional, and behavioral issues relevant to the school and home settings. Recognition ceremonies are held at all school sites to celebrate those who complete their passport through their regular HPA participation.|The Hawthorne School District is fortunate to have a Family Outreach Teacher on Special Assignment that supported by: -Developing, coordinating and conducting programs and activities designed to engage families and the community in support of student achievement. -Assisting staff, families, and community organizations in developing partnerships and enhance communication between families and school staff. -Working with District staff and school leadership teams to plan and implement family/community-friendly school climates. (i.e. develop customer satisfaction protocols for greeting parents and community partners in the building or over the phone, help to make the physical climate of school inviting, etc.) -Helping to maintain and enhance Parent Centers. -Nurturing relationships with staff, families, volunteers, and community partners, including local churches, public agencies, and service providers. -Working with staff to maintain accurate parent participation data, implementation of community programs, and family engagement initiatives/outreach. -Helping to build capacity of schools to engage families in a meaningful way. -Providing tools to staff to develop, implement, and evaluate family and community involvement and community outreach activities. -Assisting schools with developing the tools/skills necessary to recruit and train volunteers. -Working with district/school staff and families to improve student attendance. -Working with district/school staff and families to address at-risk behaviors. The Family Outreach TOSA also implemented and directed the Parent Arts Docent initiative in the Hawthorne School District. The Parent Arts Docent initiative is a program that allows for parents/guardians to receive training and professional development sessions particular to an art lesson that they then implement in classrooms and facilitate with students. Beyond the work of the Family Outreach TOSA, the District builds relationships between school staff and families by ensuring that adequate translation services are available school and district levels, maintains comprehensive Parent Centers at each school site that provide academic and social-emotional resources, teacher communication flyers, access to technology, and information related to community services. Numerous school-specific events were offered at every school, with a wide range of topics being covered. Teachers at each school site implemented math nights, literacy nights, parent workshops and many more family events. Evidence in building these relationships is obtained through the results from the District's 2020-21 internal system of tracking called “Family Event Attendance Tracking Form”. Parent evaluations were completed after each school workshop. These evaluations and the completion of a Parent Needs Assessment at the end of each year are utilized to refine the parent engagement opportunities for the following year.|5|5|5|5|5|5|5|4|5|5|5|5|2021-06-23||2021 19645920100354|Hawthorne Math and Science Academy|3|"HMSA has implemented a variety of measures to enhance the ability of parents and guardians to seek input in school decision making processes. HMSA requires parent representation on the School Site Council and the English Learner Advisory Committee, with representatives from each serving on the District Advisory Council and the District English Learner Advisory Committee, respectively. In addition, the HMSA Parent Booster Club (PBC) is an essential group in parent involvement and fundraising efforts. Each of these organizations meet in an open forum during which stakeholders can share input, ask questions, or voice concerns. Meetings also regularly and transparently review school data and ask for input from all stakeholders on possible solutions to the school’s areas for growth. In the past, intervention, enrichment, and parent engagement were included in the same LCAP goal. Stakeholder input influenced the reorganization of goals to prioritize these areas. LCAP Goal 3 now is focused on student support by including actions that focus on academic intervention, social-emotional health and parent communication. Goal 4 encompasses enrichment opportunities that promote student motivation and parent outreach. On the 2021 HMSA LCAP Parent Survey, 88.25% of respondents agreed with the statement: ""Parents and guardians are presented with opportunities to take part in decisions made within the school/district."" A focus area of improvement is to increase recruitment efforts to increase parent participation in HMSA organization meetings. HMSA surveys all stakeholders every Spring to inform the evaluation and creation of the LCAP. HMSA chose to survey students, parents, certificated and classified staff because they represent a large sample group and because the data gathered via the tools was considered to be both current and accurate. The findings are directly related to the school’s goal to increase parent involvement and participation as a means to creating a more inclusive and optimal learning environment, which is set forth in the Local Control and Accountability Plan (LCAP). They also relate to the various goals established in connection with the other Local Control Funding Formula priorities, as increased family participation and involvement in decision making is seen to have had a positive effect on academic performance, disciplinary outcomes, attendance, and overall school climate."|HMSA implements strategies to engage parents and stakeholder groups in the learning and teaching process of students. The school has created a Parent Academy for the parents and guardians of 9th grade students in collaboration with the HSD Family Outreach TOSA that focuses not only on the academic and social-emotional needs of their children, but also on how parents can be involved at HMSA and how best to advocate for their child. The counseling staff have focused on surveying parents regarding the types of topics that have been the focus of workshops and on the quality of the experience. Teachers are available for parents by appointment or through email and phone. Parents of students who are not meeting academic expectations are also included in conversations about the student’s progress. On the 2021 LCAP Parent Survey Results, 92.72% of respondents agreed with the statement: Information shared at HMSA parent meetings is meaningful and helps me support my child(ren.) A focus area of improvement is to increase direct parent communication between teacher and parents.|HMSA builds relationships between school staff and families by ensuring that adequate translation services are available, maintains a Parent Center that provides academic and social-emotional resources, teacher communication flyers, access to technology, and information related to community services. Evidence in building these relationships is obtained through the results from the 2019-2020 “Family Event Attendance Tracking Form” that reflected 1,675 documented instances of family visits to schools for activities and events as of March 1, 2020. Due to the school closure, in person visits to campus were suspended. Family Engagement programming was transitioned into a virtual format. On the 2021 LCAP Parent Survey Results, 93.41% of respondents agreed with the statement: HMSA provides a welcoming environment for visitors and volunteers. A focus area of improvement is to explore how best to engage families in a virtual environment. Parent meetings and workshops have been well-attended on Zoom, however there is a need to make them more dynamic.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23||2021 19646260000000|Hughes-Elizabeth Lakes Union Elementary|3|HELUS is strong and consistent with weekly communication and seeking input from all families. We are in the process of implementing and training parents including the underrepresent families in our new communication and input platform.|HELUS is strong in building relationships with parents to improve student outcomes. Teachers host a parent-teacher and conference for all students in the fall. Parents have access to view students' grades, attendance, and assignments online daily.|HELUS communicates weekly with all families by sending out a news bulletin every Friday called the Lions e-Roar. The Lions e-Roar reports on weekly attendance, upcoming events, contains mental health and social-emotional resources, provides current logistics such as testing, transportation, and other school-wide news. HELUS will improve our communications and work to engage underrepresented families by implementing a Multi-communication platform called Parent Square to better reach families.|5|5|5|5|3|3|3|3|4|4|4|4|2021-10-12||2021 19646340000000|Inglewood Unified|3|While we have parents who are actively engaged in decision making committees, we recognize we need more. The parents who are involved have become empowered, through their participation, to use their voice that promotes advocacy for the parent's and students in creating actionable goals for all. These parents seem to be the same parents’ overtime. IUSD knows that we need to have more parents become leaders and part of the decision-making process. We hope that the multiple parent training that we offer will grow more interest in this area.|We also recognize the need to even engage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement. Recognizing that SCHOOLS CAN'T DO IT ALONE, our Strategic Plan's Pillar B (Strong Relationships with Families and Community) promotes trust, open communication and healthy partnerships with families and community.|Knowing the strength of working together, IUSD is very committed to building strong relationships with parents and families as partners. Through our parent center at the district office and outreach at each site we are able to provide several avenues for parents to become engaged in their students' learning and socio emotional wellbeing.|3|2|2|3|2|2|3|2|3|3|3|3|2021-06-30||2021 19646340101667|Wilder's Preparatory Academy Charter|3|Stakeholder engagement, collaboration, and communication influence program development at Wilder’s. Stakeholder feedback supports school wide decisions regarding student resources and achievement. Wilder’s has monthly parent meetings and is expanding the advisory parent committees to encourage and provide opportunities for families to get involved and actively participate in building on students’ strengths and to support them in reaching their goals. Wilder’s Leadership Team includes the CEO, Principal, Administrator of Students Support Services, Counselors, Student Services Coordinators, Assessment & Systems Coordinator, Instructional Coaches, and Department Leads. This team works collectively to identify areas of growth and implement support for the whole school community. Annual school surveys are provided to all stakeholders to gain feedback on workshops, classes, teacher/staff/student support and school achievement. Our area for growth is to seek additional workshops to increase professional development in the areas of student support services, trauma informed schools, wellness for teachers and students, and special programs to support positive behavior.|"WPACS is focusing on creating opportunities for accelerated learning, staff and student wellness, and enhancing parent engagement. One of our strengths is our ongoing dialogue and training with Wilder's staff. We’ve hosted several guest speakers to discuss successful strategies for culturally relevant teaching, writing across the curriculum, support for foster, EL, and trauma informed youth, strategies for school safety, and parent communication. Throughout the school year, our staff meets weekly to analyze school wide restorative justice practices, mental wellness, parent/guardian electronic communication, inquiry based learning, and the use of interactive notebooks to organize key concepts and establish feedback from student to teacher. Teaching staff engage in on-going professional development opportunities either on campus or remotely regarding Common Core and NGSS curriculum, equity and access for all students, DEI strategies, classroom management, data-driven practices, monitoring English language learners progress, and creating community partnerships. Monthly parent meetings and workshops are facilitated by our Parent Liaison, teachers, and administration to review the LCAP and address areas of concerns identified by the stakeholders. All families are invited to the monthly meetings held online via Zoom. We include ""all calls"", Class Dojo flyers, monthly newsletters, and email reminders as a way to communicate with all families. Teachers also assist with reminding parents of meeting opportunities. Surveys are given to all stakeholders throughout the year to monitor student achievement progress."|WPACS August All Staff In-Service is an annual week-long intensive that focuses on school-wide goals, opportunities for student improvement, student and parent engagement, and more. This training also strengthens discourse among staff members to ensure support plans are established for our underrepresented student population. Staff received training on the SST process, strategies to help students with focus and attention issues, motivation and engagement strategies, and academic needs. Accommodations are implemented in the classroom to meet students’ needs and parents are involved in the planning and monitoring process. WPACS continues to develop a Universal Design for Learning (UDL) with tiered interventions. This pattern of instruction first provides instructional support in class in a timely and responsive fashion. Additionally, effective Multi-Tiered Systems of Support provide clear academic and social-emotional interventions to students with identified needs. WPACS intends to continue developing concentrated tiered interventions of support that are accessible to all students and are effective and implemented by trained teachers, intervention specialists and instructional aides.|5|5|5|5|4|4|5|5|4|3|3|4|2021-10-25||2021 19646340116822|Wilder's Preparatory Academy Charter Middle|3|Stakeholder engagement, collaboration, and communication influence program development at Wilder’s. Stakeholder feedback supports school wide decisions regarding student resources and achievement. Wilder’s has monthly parent meetings and is expanding the advisory parent committees to encourage and provide opportunities for families to get involved and actively participate in building on students’ strengths and to support them in reaching their goals. Wilder’s Leadership Team includes the CEO, Principal, Administrator of Students Support Services, Counselors, Student Services Coordinators, Assessment & Systems Coordinator, Instructional Coaches, and Department Leads. This team works collectively to identify areas of growth and implement support for the whole school community. Annual school surveys are provided to all stakeholders to gain feedback on workshops, classes, teacher/staff/student support and school achievement. Our area for growth is to seek additional workshops to increase professional development in the areas of student support services, trauma informed schools, wellness for teachers and students, and special programs to support positive behavior.|"WPACS is focusing on creating opportunities for accelerated learning, staff and student wellness, and enhancing parent engagement. One of our strengths is our ongoing dialogue and training with Wilder's staff. We’ve hosted several guest speakers to discuss successful strategies for culturally relevant teaching, writing across the curriculum, support for foster, EL, and trauma informed youth, strategies for school safety, and parent communication. Throughout the school year, our staff meets weekly to analyze school wide restorative justice practices, mental wellness, parent/guardian electronic communication, inquiry based learning, and the use of interactive notebooks to organize key concepts and establish feedback from student to teacher. Teaching staff engage in on-going professional development opportunities either on campus or remotely regarding Common Core and NGSS curriculum, equity and access for all students, DEI strategies, classroom management, data-driven practices, monitoring English language learners progress, and creating community partnerships. Monthly parent meetings and workshops are facilitated by our Parent Liaison, teachers, and administration to review the LCAP and address areas of concerns identified by the stakeholders. All families are invited to the monthly meetings held online via Zoom. We include ""all calls"", Class Dojo flyers, monthly newsletters, and email reminders as a way to communicate with all families. Teachers also assist with reminding parents of meeting opportunities. Surveys are given to all stakeholders throughout the year to monitor student achievement progress."|Wilder's Preparatory Academy Middle School (WPACMS) August All Staff In-Service is an annual week-long intensive training that focuses on school-wide goals, opportunities for student improvement, student and parent engagement, and more. This training also strengthens discourse among staff members to ensure support plans are established for our underrepresented student population. Staff received training on the SST process, strategies to help students with focus and attention issues, motivation and engagement strategies, and academic needs. Accommodations are implemented in the classroom to meet students’ needs and parents are involved in the planning and monitoring process. WPACMS continues to develop a Universal Design for Learning (UDL) with tiered interventions. This pattern of instruction first provides instructional support in class in a timely and responsive fashion. Additionally, effective Multi-Tiered Systems of Support provide clear academic and social-emotional interventions to students with identified needs. WPACMS intends to continue developing concentrated tiered interventions of support that are accessible to all students and are effective and implemented by trained teachers, intervention specialists and instructional aides.|5|5|5|5|4|4|5|5|4|3|3|4|2021-10-25||2021 19646340120303|ICEF Inglewood Elementary Charter Academy|3|IIECA believes that building partnerships between the school and the family will strengthen a student’s success. We have had Book Clubs and professional learning opportunities for staff to engage with how to build relationships with families. Teachers communicate frequently with families through ClassDojo and email. The school also provides weekly information and updates. During all of our Family Engagement events, parents receive tools and resources that promote that skill of the event (ex: during Literacy Night, parents receive a folder of activities that promote literacy at home). Teachers and school administrators also host multiple parents conferences throughout the year. This focuses on the student's academic process, attendance, behavior, and multi-tiered levels of intervention the student is receiving. The school also hosts a variety of parent workshops with outside presenters. We would like to continue to build our partnerships with more community members that could offer our families additional resources. An area for growth is to continue to increase parent engagement and participation in the Parent Advisory Committee and ELAC/DELAC where parents can provide input in decision-making, including the annual development of the LCAP.|Throughout the years, IIECA has worked hard to welcome families in every capacity. Before the school year starts, we offer Orientation to all families. All new families have a 1:1 discussion with a school administrator to get to know the child and family and share goals and expectations from each side. At the beginning of the year, teachers send welcome letters and have Student Success Conferences. The school also hosts monthly Family Engagement Events like Back-to-School Night, Math and Science Night, Family Art Night, Literacy Night, etc. We also stay engaged with families with 2 parent conferences, and daily communication with the teacher through email and ClassDojo, and weekly communication from the school newsletter and grade level newsletter. An area for growth is to continue to build partnerships with families to increase parent engagement in schoolwide committees and workshops that provide information on the importance of student attendance.|Throughout the years, IIECA has worked hard to welcome families in every capacity. Before the school year starts, we offer Orientation to all families. All new families have a 1:1 discussion with a school administrator to get to know the child and family and share goals and expectations from each side. At the beginning of the year, teachers send welcome letters and have Student Success Conferences. The school also hosts monthly Family Engagement Events like Back-to-School Night, Math and Science Night, Family Art Night, Literacy Night, etc. We also stay engaged with families with 2 parent conferences, and daily communication with the teacher through email and ClassDojo, and weekly communication from the school newsletter and grade level newsletter. An area for growth is to continue to engage parents on the impact of student attendance on student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19646341996529|City Honors International Preparatory High|3|While we have parents who are actively engaged in decision making committees, we recognize we need more. The parents who are involved have become empowered, through their participation, to use their voice that promotes advocacy for the parent's and students in creating actionable goals for all. These parents seem to be the same parents’ overtime. City Honors knows that we need to have more parents become leaders and part of the decision-making process. We hope that the multiple parent training that we offer will grow more interest in this area.|We also recognize the need to even engage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement. Recognizing that we can not do it alone, our Strategic Plan's Pillar B (Strong Relationships with Families and Community) promotes trust, open communication and healthy partnerships with families and community.|Knowing the strength of working together, City Honors is very committed to building strong relationships with parents and families as partners. Through our parent center at the district office and outreach at each site we are able to provide several avenues for parents to become engaged in their students' learning and socio emotional wellbeing. We also recognize the need to even engage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement. Recognizing that SCHOOLS CAN'T DO IT ALONE, our Strategic Plan's Pillar B (Strong Relationships with Families and Community) promotes trust, open communication and healthy partnerships with families and community. While we have parents who are actively engaged in decision making committees, we recognize we need more. The parents who are involved have become empowered, through their participation, to use their voice that promotes advocacy for the parent's and students in creating actionable goals for all. These parents seem to be the same parents’ overtime. IUSD knows that we need to have more parents become leaders and part of the decision-making process. We hope that the multiple parent training that we offer will grow more interest in this area.|5|3|3|3|2|3|2|2|3|3|3|3|2021-06-30||2021 19646341996586|Animo Inglewood Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19646346014518|La Tijera K-8 Charter School Academy of Excellence|3|While we have parents who are actively engaged in decision making committees, we recognize we need more. The parents who are involved have become empowered, through their participation, to use their voice that promotes advocacy for the parent's and students in creating actionable goals for all. These parents seem to be the same parents’ overtime. IUSD knows that we need to have more parents become leaders and part of the decision-making process. We hope that the multiple parent training that we offer will grow more interest in this area. At La Tijera a dedicated Community Liaison has been identified and hired. Working with the school’s administration that person has taken the lead in establishing opportunities for parent involvement and engagement including but not limited to monthly “La Tijera Family Nights”, Coffee with the Principal, coordination with PTA as well as SSC and ELAC recruitment.|We also recognize the need to engage even more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement. Recognizing that we cannot do it alone, our Strategic Plan's Pillar B (Strong Relationships with Families and Community) promotes trust, open communication and healthy partnerships with families and community.|Knowing the strength of working together, LaTijera is very committed to building strong relationships with parents and families as partners. Through our parent center at the district office and outreach at each site we are able to provide several avenues for parents to become engaged in their students' learning and socio emotional wellbeing.|3|2|2|3|2|2|3|2|3|3|3|3|2021-06-30||2021 19646420000000|Keppel Union Elementary|3|Keppel Union School Districts (KUSD) recognized the importance of working together with stakeholders representing teachers, classified, parents, students, community members, bargaining units, and administrators in the development of the district goals. KUSD, engaged our stakeholders in the decision making process through various opportunities and the following occurred: ENGAGEMENT Provided tools for families to support student learning at home. newsletters, and an updated District website. Parents and Students Built a strong school-family level of communication. - Parents Provided the resources and support needed to be successful at school. - Teachers, Parents and Students, Provided professional development to maintain the quality instruction and care by teachers. - Parents Continued teacher to teacher and parent to teacher, teacher to student, student to student collaboration. - Teachers, Parents and Students Through this process we were able to gather significant input to engage our parents for the decisions necessary for the 2021-2022 school year. While KUSD parents participated in virtual meetings and completed over 330 surveys, the District will continue to keep increasing the percent of stakeholder engagement in the decision-making process through the following ways: Work with the school sites to inform parents of upcoming meetings Promote parent participation in programs for the underrepresented families by using outreach and recruitment of parents, and community members to join the: District Advisory Committee and District English Learner Advisory Committee Provide underrepresented families with learning opportunities in the areas of: English language acquisition, early learning, LCAP engagement workshops, special education, English learners, nutrition, behavior and discipline workshops in English and Spanish Provide leadership training opportunities to parents through the Keppel Parent Center Provide a Community outreach campaign in English and Spanish to encourage community engagement and feedback The Keppel Parent Center will be used as a parent engagement training facility, recruitment call center, community resource center, early learning enrollment support, and volunteer fingerprinting services to ensure equity and access to all families as we continue to open doors to infinite possibilities to our families.|Our stakeholders believe in our commitment to excellence and educating the whole child, which reflects our Mission Statement: Seek Education, Strive for Excellence, and Aspire to Greatness, which will meet the needs of all students in our District. Keppel Union School District has chosen to strengthen the academic program and provide enriched opportunities through professional development, collaboration, data analysis, and strong support. Additionally, we recognize the need to improve specific achievement outcomes for students identified as low-income, foster youth, and English learners. These students, unduplicated, comprise 91.24% of our student population. The needs of foster youth, English learners, and low-income students and their families were considered based on the baseline gaps identified before and during the pandemic through iReady assessments and parent needs assessments. Based on this analysis, the following improved services will be implemented: Parent Learning Opportunities - During the 2020-2021 school year, 100% of our schools reported parent input was provided around school improvement. Based on these results there is a need to provide more parent education learning opportunities to build parent capacity, increase family engagement in decision making and input through workshops and parenting classes for our unduplicated families. Many of the parents of these students do not always feel comfortable participating in school programs or understand how to support their children in school. This will increase low income students' achievement and success in school as measured by increased attendance of parent participation. The District will provide parent learning opportunities in the areas of: English language acquisition, early learning, LCAP engagement workshops, special education, English learners, nutrition, behavior and discipline workshops in the English and Spanish languages. In addition, leadership training opportunities will be provided to parents through our Keppel Parent Center (KPC). Outreach - The District will promote parent participation in programs for the unduplicated pupils and individuals with exceptional needs by using outreach and recruitment of parents, and community members to join the District Advisory Committee (DAC), Parent Advisory Committee (PAC), and District English Learner Advisory Committee (DELAC). The District recognizes that dedicated resources must focus on how to identify learning gaps for unduplicated students and their families. The considerations above will provide individualized services to promote equity and educational access to improve engagement of our unduplicated families here in the Keppel Union School District where we strive to open doors to infinite possibilities for all stakeholders.|Parents, staff, and students completed a needs assessment. The needs assessment indicated the following: Over 90% of teachers, staff, parents, and students felt schools are available for needed school-home communication and that stakeholders were included in the decision-making process. The staff worked to continually improve relationships with students. These relationships contributed to 87% of students indicating they regularly looked forward to attending school while only 3% strongly disagreed. Students also held positive views on classwork and instruction/instructional materials with over 90% of students stating they felt their classwork was interesting, challenging, and provided opportunities for them to share ideas about learned information. 85% of students felt the instruction they received was relevant to real-world applications. Over 90% of both certificated and classified staff reported that students listened to and respected adults. A similar number of staff indicated that adults felt responsible for ensuring a safe and supportive school environment and did a good job of supervising the school building and grounds. The hard work was supported by the results that indicated that 95% of students believed that the adults at their school felt a responsibility to ensure a safe and supportive school environment with nearly the same number of students reporting that school staff excelled at supervising the school and implementing safe school practices. 96% of survey respondents agreed that administrators, staff, and students respected each others’ gender, race, ability, and cultural differences. Additionally, over 90% of staff stated that District schools promote health and wellness for students. The District will promote parent participation in programs for underrepresented families by using outreach and recruitment of parents, and community members to join the: District Advisory Committee and District English Learner Advisory Committee and access to our Keppel Resource Center which offers the necessary materials to support student projects and other activities. In addition, learning opportunities in the areas of: English language acquisition, early learning, engagement workshops, special education, English learners, nutrition, behavior, and discipline workshops in English and Spanish. Lastly, we will update parent/guardian contact phone numbers/email addresses for the District's rapid alert emergency broadcast systems using a variety of communication platforms to ensure all families receive communications. As we continue to build relationships with our underrepresented families, we are simultaneously opening doors to infinite possibilities for our students within the Keppel Union School District.|4|3|4|4|4|4|4|3|4|4|4|4|2021-06-29||2021 19646420136127|Sage Oak Charter School- Keppel|3|The school currently has three advisory groups: School Site Council, English Learner Advisory Committee, and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback survey throughout the year and hosts live and recorded trainings to see input from all stakeholders. Given our independent study model, teacher and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, STEM day, parent training days, and monthly professional learning committee (PLC) meetings. It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.|Our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, school site council and EL advisory council meetings, and governing board meetings.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, school site council meeting, English learning advisory council meetings, board meetings, and teacher/parent meetings. The school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbook contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|5|5|5|5|5|5|5|5|5|5|5|5|2021-07-15||2021 19646590000000|La Canada Unified|3|As part of LCUSD’s commitment to engage all stakeholder groups in district and school-wide decision-making, parents, staff, students, and community members were encouraged to participate in several meeting and committees at the district and school level. During the 2020-21 school year, families were invited to attend and provide meaningful input in decision-making during virtual Town Hall meetings, Listening Sessions, Governing Board meetings, district and school site committees (ie: LCUSD Re-Opening committee, Local Control and Accountability (LCAP) committee, Diversity, Inclusion, Equity (DEI) committee, District English Language Advisory Committee (DELAC), etc.) and workshops presented through the LCUSD Family Learning Series. LCUSD continuously requested parent input through family surveys on such topics as Reopening Plans, LCAP goals, social emotional learning (SEL), school climate, and school safety. Additionally, the 2021-24 Local Control and Accountability Plan (LCAP) was developed through the District LCAP Advisory committee, in which parents make up the majority of the participants. An LCAP stakeholder survey was sent to all families and recipients were asked to rank district priorities and provide input on progress. The District LCAP Advisory committee considered the survey results, provided input, measured progress and set annual goals for all district schools taking all student needs into consideration. Data from the 2020-21 “End of the Year” Panorama Education survey revealed that of the 988 parent responses, 72% felt their child’s school valued parent feedback.|LCUSD is intentional and systematic in building partnerships with families and community organizations to support student learning academically, socially, and emotionally. At the commencement of the school year, parents receive a copy of the Notification of Parents’ Rights. Families also receive an electronic copy of the Parent/Student Handbook at both the elementary and secondary level, which provide families with information about school and district policies, educational support services, enrichment programs available, and general school information. Additionally, during the 2020-21 school year, families could access an electronic copy of LCUSD’s 2020-21 School Reopening and Safety Plan on the district website with hardcopies available at each school site. During the distance learning model, teachers communicated weekly goals to students and/or parents via such platforms as email and Google Classroom. Teachers, counselors, and administrative staff closely monitored student attendance, engagement, academic success, and social emotional wellness. Student Study Team (SST) meetings were held for students struggling in any of these areas and plans were created to keep students engaged and participating during virtual instruction. Resources were offered to parents (ie: Care Solace, online school counseling, Paper.co, online intervention programs at the elementary sites, etc.) to help them support their students at home. At the 7-12 level, students had access to additional academic support through after school office hours. According to the Back to School survey administered in December 2020, 52% of students at the 7th-12th grade level felt office hours were a good way to get extra help with school work. The school site is planning a schedule review committee and added to that work will be the exploration of how to continue offering office hours. District and school site staff have established strong partnerships with several school community organizations including the La Cańada Flintridge Education Foundation (LCFEF), the Parent Teacher Associations, the Boosters, JPL, Assistance League of Flintridge, (ALF), the Kiwanis, the Child Educational Center (CEC), City of La Cańada Flintridge, the Chinese Parents Organization, the Armenian Parent Group, and the Korean Outreach Organization. These organizations continued to support LCUSD students, staff, families, and programs during the 2020-21 school year.|La Cańada Unified School District (LCUSD) is committed to engaging all stakeholder groups and incorporating their feedback and insights into the decision-making processes that drive the mission, vision, and goals of our district. In LCUSD, various programs and events have been established to initiate outreach and make connections with families including Back-to-School nights, parent/teacher conference week, Parent Teacher Association (PTA) meetings, family events, parent education nights offered through the LCUSD Family Learning Series, Open House events, College nights, and more. During the 2020-21 school year, changes were made to many of the programs and events typically offered at all school sites due to the COVID-19 pandemic. Following the safety protocols outlined by the Los Angeles County Department of Health (LACDPH) many programs needed to be canceled or reinvented through virtual platforms in order to continue to build staff and family relationships. At all school sites, school administrators share an online handbook with all staff members at the beginning of the school year. The handbook includes ideas and suggestions for staff members to build trusting and respectful family/teacher relationships. During staff meetings this year, school site administrators and staff discussed ways to build effective family partnerships and ways to purposefully integrate family and community engagement while adhering to COVID-19 safety protocols. Teachers provided families with regular communication updates through avenues such as weekly emails, phone calls home, work packet pick-up days, SeeSaw, FlipGrid, newsletters, Google Classroom, and teacher websites. Principals shared weekly, biweekly, and monthly newsletters, email, and SMS text messages with families keeping parents informed of updated COVID safety protocols, virtual and in-person (when permitted by LACDPH) school events and activities, and socio-emotional resources for students and families. An area of focus for all school sites during the 2021-22 school year will be to find ways to learn more about the various cultures in LCUSD and ways to better connect with non-English speaking families. Continuing to find ways to welcome new LCUSD families will also be a priority.|4|4|4|4|4|4|4|4|5|5|3|5|2021-06-29||2021 19646670000000|Lancaster Elementary|3|Lancaster School District continues to make progress in building the capacity of and supporting principals and staff in their efforts to effectively engage families in advisory groups and with decision making. In the 20-21, LSD was able to continuously get parent feedback through the use of our survey system. This provided us with insightful information as we worked through school closures and the return of students to schools. We also trained our Principals in effective ways to analyze qualitative data and utilize information gathered in creating actionable goals for their school sites, in conjunction with other information. In order to best serve students, Lancaster School District has increased the hours of our Family Ambassadors to assist us in building the capacity of families to effectively engage in advisory groups. We have also provided opportunities for training in the engagement of decision-making within our various advisory groups, such as ELAC, DELAC, AAAC, SSC, and SAC. In all of these groups, the district and site provide training in order to secure input. All families are provided with opportunities to provide input on policies, programs, and in implementing strategies to reach and seek input through district and site surveys, and focus groups (we began to pilot the use of focus groups in 2018-19, and have trained our Family Ambassadors to do that work with both students and families through the 20-21 school year). We also have had various family engagement opportunities towards providing feedback through site family nights and through our Family Roundtable Discussions. The main focus in the 20-21 school year was the pandemic and navigating at-home learning. Regarding having staff and families work together to plan, design, implement and evaluate family engagement activities, we have provided for Family Roundtable discussions, as well as PTO/PTA. In the 21-22 school year we will be working with an outside provider to assist us in this work. An area for growth here is strengthening our School Site Councils in the planning and decision making around the School Plan.|Family Engagement continues to be a focus of the Lancaster School District and remains a key portion of our Local Control and Accountability Plan. The district has provided Family Ambassadors for sites, as well as providing the opportunity for training through our Parenting Partner Program. We continue to have African American Advisory Councils (AAAC’s), as well as a district AAAC composed of family and staff. We have a District English Language Advisory Committee (DELAC) as well as site English Language Advisory Committees. Finally, a significant partnership that we have is through our Superintendent’s Advisory Council (SAC), which provides input on the actions being implemented throughout the district. These committees have been influential in building relationships among families. In order to develop the capacity of staff, i.e administrators, we have provided informal staff developments for both administrators and teachers. We have provided for a training entitled Capturing Kids Hearts, which is geared towards students, however has been influential in building relationships with families that allow for partnerships. We continue to struggle in formalizing staff training towards family engagement, however will be partnering with an outside organization to assist in this area in the 21-22 school year. Family Ambassadors have been instrumental throughout the pandemic in creating welcoming environments for families. As well as in providing resources, and access to resources. This continues to be a strength for our district, as they have monthly training as to how to better reach families at the school level. This has also helped us begin the process of supporting our families as they are made aware of their family strengths, cultures, languages, and goals for their children. We continue to grow this area within our district. In terms of engaging in effective two-way communication, we have been successful in ensuring that all materials meant for families are sent home in both English and Spanish. This has been a relative strength for our district, as we have built a portion of the Special Programs department to ensure the presence of effective, and understandable two-way communication. A focus area for improvement in this area is to provide more systematic training of site administrators as well as teachers and classified staff in order to support staff further in learning about each family's strengths, cultures, languages, and goals for their children.|The Lancaster School District has continued its efforts in developing professional development for staff (both administrators and teachers) regarding improving capacity in the area of partnering with families. We have brought on Family Ambassadors to meet with families and have utilized the position to implement our Parenting Partner program. The Parenting Partner program provides training to our families in order to increase family engagement at the site and district level and teaches parents how to effectively support their students in the home. We have been successful in providing families with access to resources, and support for student learning and development in the home. Family Ambassadors work closely with our Welcome and Wellness Center to make parents aware of resources available to them in the community. We continue to seek other avenues in which to serve families and students in this way. We have policies in place that have our teachers meeting with families during Parent-Teacher Conferences which results in parents being provided information as to how they can better support their students’ in continuous improvement. Teachers also utilize SST’s to assist students when they are struggling and help to provide resources for students and families. Families are engaged during AAAC meetings, DELAC meetings, ELAC meetings, and in SSC meetings in their legal rights and advocating for their own and all students. Whereas we have been successful in obtaining information and working with our underrepresented parenting groups, we will continue to seek ways in which to reach our underrepresented populations.|5|5|4|4|3|4|4|4|5|5|5|3|2021-06-15||2021 19646830000000|Las Virgenes Unified|3|LVUSD engages parents in parent groups, advisory boards, and committees to seek parent input for decision making. Each school has an active PFA (Parent Faculty Association) or PFC (Parent Faculty Club) as well as School Site Council that allow parents to share input on school goals and strategic actions. Additionally, we have an SDC (PFA Presidents), Pathways Committee/Curriculum Council (with multiple stakeholders to evaluate instructional programs), Safety/Wellness Committee (multiple stakeholders to ensure the education of the whole child), LCAP PAC (majority unduplicated), and DELAC (District English Learner Advisory Committee).|LVUSD has expanded counseling services with one counselor per elementary school site. Our Counseling Center provides a one stop shop for information relating to student well being. Collaboration time is embedded into the K-12 schedule for educators to review data and collaborate on positive student outcomes.|Parent engagement is a top priority in the district’s Local Control and Accountability Plan. Our LCAP Committee consists of majority unduplicated families. We have a robust DELAC to help reach our EL network.|4|5|4|5|5|5|5|4|4|4|4|4|2021-10-12||2021 19646911996438|Environmental Charter High|3|Environmental Charter Schools as an organization is in year 2 of a new mission statement: to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. To that end, ECHS is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population as well as traditionally underrepresented families. We have strong English Learner Advisory Committee, a strong School Site Council and we have an Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Our EDC is a data and goal-driven committee that reports to our board. Additionally, we are seeking to bring in additional staff whose primary responsibilities will include supporting the achievement of our underperforming subgroups.|Environmental Charter High School prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following: relevant and engaging instruction, culturally relevant pedagogy and curriculum, well trained and supported teaching staff, accurate and timely information to empower family units as partners, and opportunities for self-assessment and reflection. ECHS believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal action plans. Parents receive printed progress reports on a weekly basis in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool trainings for parents and will continue to do so. Our student usage on the app is remarkable. It is not uncommon for the student app to have over 700 logins daily. Our students are clearly engaged in the monitoring of their progress, their future matters to them. ECHS hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year families receive a welcome back presentation from their student’s advisory teacher where they learn about any major changes to our schedule, staff, or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. Throughout the year ECHS hosts culturally relevant family nights in addition to back-to-school events and parent/teacher conferences. ECHS has a 125-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college. Our alumni coordinator is working to fortify our alumni network and support system for our students presently in college. One area that we are actively looking to build up is our parent capacity as it pertains to supporting their students in the home. We believe we provide a multitude of high-quality supports at the school site but we are actively exploring ways to increase the capacity of our families as educational partners in the home beyond just access to the gradebooks.|Environmental Charter High School focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year. Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them for a community that works with families. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through Annual orientation meetings, Enrollment meetings, Family newsletters, Student bulletins,Parent Conferences, Back to School Night/Outdoor Education meetings, College access and financial aid support meetings. We solicit information from our community of stakeholders through a variety of modalities that include Coffee with administration, Digital feedback surveys, Virtual Town Halls, Black Parent Groups, Confronting Anti-Blackness & Racism workshop, Talking Points: California, Healthy Kids Surveys, Course Evaluation Surveys, Advisory feedback circles, ELAC, School Site Council, Focus groups, Open door policy, and access to administration via email, phone, and in person. Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster. This year we had over 170 parents/guardians complete the survey: 94% reported feeling welcomed to participate in the school, 96% felt that we allow parent input and welcome their contributions, and 96% feel the school encourages them to be an active partner in their child’s education. ECHS will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory, relationships act as a Tier 1 support for social-emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full-time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.|4|4|3|2|4|3|4|4|4|4|3|3|2021-06-24||2021 19647090000000|Lennox|3|The Lennox School District has embraced the leadership role of parents in the educational process. Each site has an active School Site Council and ELAC to participate in the creation and implementation of the goals and actions of the School Plan for Student Achievement. All parents at each site are invited to various meetings and provided with opportunities to present ideas and insight. The SSC is involved in the development and monitoring of the budget to ensure joint decision-making in how funds are spent. The District School Leadership Team (DSLT) offers parents the opportunity to have input in the use of LCAP funds, writing of LCAP Goals, and review of the actions and services as well as CA Dashboard data as it relates to Lennox School District and student success. An area of growth is to continually seek input from underrepresented groups. Our district will continue to reach out to parents of English learners to encourage their participation in various district-level and site-level decision-making groups. Principals will continue to work collaboratively with Parent-Teacher groups to encourage parents from traditionally underrepresented family groups to become involved in their child's school.|"The Lennox School District values parents and other stakeholders as partners in the educational process. The district promotes building relationships with parents through increasing opportunities for parent leadership, through parent workshop, and through various communication efforts from the district and at individual school sites. During the 2020-21 school year, parents noted the increased use of social media, websites, phone calls, and online programs to deliver information from sites and the district office to increase awareness and opportunities to provide input. The Lennox School District also works diligently to support families in understanding and exercising their legal rights and advocating for students by providing families with student handbooks, making Lennox Board Policy available on the district website, posting Uniform Complaint Procedure information posters in appropriate locations on campuses, and providing families with the appropriate ""Notice of Procedural Safeguards"" at every IEP. Communication and customer service are a focus area for improvement. Parents and staff stressed the importance of establishing a line of communication that is constant throughout the district. Although the Lennox School District makes concerted efforts to build partnerships for student outcomes, continuing to make updates to the district website and school websites in order to elevate the level of of accessibility for individuals with disabilities has been identified as an additional focus area for improvement during the 2021-22 school year. By improving access and making more information about instructional programs available on the websites, greater levels of communication will help construct stronger partnerships with parents and ultimately improve student outcomes."|"The Lennox School District provides numerous opportunities for parents and families to be involved at school. Each school site offers a variety of parent activities that give parents an opportunity to partner with the school. Examples of these activities include Family Literacy Nights, Family Art Nights, Health and Wellness activities as well as district wide activities such as Parent Conference, Back To School Nights and Open House. At the site level parents have an opportunity to serve on School Site Council and the English Language Advisory Committee. Parents are also encouraged to participate at the District level on committees such as the District School Leadership Team and the District English Language Advisory Committee. Lennox School District believes that when families are engaged at school, children perform better in both behavior and academic achievement. Principals and teachers pride themselves in constructing positive relationships with parents, encouraging volunteerism, and building bridges to connect parents of English learners, students with special needs, and low-income families. To further expand community engagement and relations, each school site principal host monthly ""Coffee with the Principal."" Additionally, the district offers our parents a variety of workshop and classes promoting parent education by linking families with community resources and carrying out a wide range of homeschool partnership activities that enhance student learning. We are committed to communicating with and engaging parents as partners in their children’s education. Lennox uses various means to gauge progress in the area of Parent Engagement. During the LCAP development process, a parent survey is administered which addresses components of this important initiative. A total of 660 parents participated in the on-line survey. 96% of the parents reported that their child's school encourages and values parent participation. 92% of parents felt comfortable participating in parent activities and 93% of parents felt satisfied with opportunities for family involvement at their child's school. A focus area for improvement has been identified as providing additional opportunities to have families, teachers, principals, and district administrators work together to plan, design, and implement family engagement activities at the school and district levels based on parent feedback and needs."|5|5|5|5|5|5|4|4|5|5|4|5|2021-06-29||2021 19647090100602|Lennox Mathematics, Science and Technology Academy|3|Lennox Academy outreaches to the school community and informs how they can become involved in the governance of the school via ParentSquare and at parent meetings. The school has had much success in getting involvement from staff via the Leadership team and from the students via the Associated Student Body (ASB) group; however, the parent involvement is one that needs to be further developed. Parent ad-hoc committees come together to provide input on the LCAP however a static group such as a PTA is non-existent. When the PTA was in existence, the administration was left with the responsibility of taking on the financial and clerical duties of the association. In the absence of a PTA, the Principal Advisory Council was introduced and served to allow parents to provide input on the operation of the school program. The participation of parents on the council has varied year to year. Lennox Academy will continue to prioritize the involvement of parents that extends beyond the volunteer tasks they complete such as supervising school events. A Principal Advisory Council was reintroduced during the 2019-20 school year and was gaining momentum but was put on hold due to school closures.|Lennox Academy continues to work to provide a welcoming environment for all parents and guardians. Cafecitos (workshops) are also offered on a monthly basis to inform parents on how to support students with their academics and mental health. Ninth grade parents and guardians also attend a mandatory freshman orientation meeting prior to the start of the academic school year so they can learn about the Academy's philosophy, expectations, and available resources. In the springtime, parents are invited to see their child's Presentations of Learning, POL, where students reflect on their growth during the academic school year. The Academy will continue to explore workshops to offer to parents where they can learn how to maximize the online platform the school offers and how to better communicate concerns to staff. Besides meeting with some families in the fall, the Academy would like to meet with all families at some point during the school year to increase two-way communication between staff and families. During the 2020-21 school year, meetings and workshops were available to parents via Zoom and will continue to be during the 2021-22 school year.|Formal parent conferences are currently held in the fall during mid semester with at-promise students; yet, all parents can request a teacher conference at any time. Parent/Staff communication is now done through ParentSquare. Parents receive alerts via text messages and email of posts and/or direct messages from school personnel. The school principal sends a weekly memo to all families with information on the schedule for the week, upcoming key events and important information. These messages are sent in both English and Spanish. Besides the fall parent conferences, where about thirty families from each grade level are invited to meet with their child's teachers, Lennox Academy would like to further increase family engagement to improve student outcomes by meeting with all families at some point during the academic school year.|4|4|4|4|4|4|3|4|3|3|3|3|2021-09-30||2021 19647090107508|Century Community Charter|3|Century Community Charter School (CCCS) provides opportunity to all parents to be involved in advisory groups involved in decision making. CCCS uses surveys to better understand our community needs and shares findings with parents to develop a plan and implement programs to assist families. Some of the advisory groups include Parents as Leaders (PAL’s), English Learner Committee and our wellness group. Evaluation of different programs takes place to determine its effectiveness and changes that need to occur to better assist our families. These advisory group meetings are always translated providing the opportunity for all parents to feel welcomed and participate. CCCS will continue to use surveys to evaluate its policies and programs in order to maintain our community needs in mind as we develop the appropriate programs to meet those needs.|Century Community Charter School (CCCS) prides itself in building positive relationships not only with our students but with our families; All families are welcomed and respected. We currently provide opportunities for our families to meet staff and other families through potlucks, workshops, meetings, family nights and conferences. These events along with various forms of communication also provide two-way communication encouraging collaboration and learning experiences for all in order to support families. All forms of communication and meetings are provided using language that is understandable and accessible to families. CCCS will continue to provide opportunities to foster positive relationships and communicate with families that are not able to personally attend events due things such as work schedules, health related issues, or transportation. Our website will also provide important information provided at our workshops meetings for parents that need to access it remotely. Since the COVID-19 pandemic, we continue programming via zoom. All information is readily available on our website.|Century Community Charter School (CCCS) constantly provides professional learning opportunities and support to all its staff to improve capacity to partner with families. Through our wellness framework, we work closely with staff and families to find, share and develop ways to support all students. Teacher and families have different opportunities to meet during Parent Conferences, Student Success Team (SST) Meetings, intervention meetings, IEP meetings as needed, to discuss progress and develop plans to assist students at school and strategies to assist them at home. Families learn about their rights and ways to excercise them and advocate for their children through special education workshops, SST meetings and Wellness Meetings. In order to continue to assist and improve capacity to partner with families, CCCS has a wellness section on our website full of resources and information. Our wellness team also developed monthly staff toolkits with strategies and opportunities to communicate with families and students to increase support and collaboration.|4|5|4|5|5|4|5|4|5|5|4|5|2021-05-19||2021 19647091996313|Animo Leadership High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647170000000|Little Lake City Elementary|3|The Little Lake City School District seeks input from parents through a variety of ways including parent surveys and parent advisory groups. Principals are trained on how to effectively hold SSC and ELAC meetings and how to engage parents in the decision-making process that comes with those roles. Each site has a SSC and ELAC who are trained in their roles and responsibilities and make important decisions regarding School Plans. In addition, each site has a PTA/PTO who make decisions regarding school and family events. The District has a DAC/DELAC who advise the District on the Consolidated Application for federal funds and other policies, including the Family Engagement Policy. In addition, parent input is solicited annually through the Parent LCAP Survey. Data is collected from parents at each school site and across grade levels to provide feedback, including comments, to school and district administrators in a variety of areas. Areas of growth for the District include continuing to streamline our SSC and ELAC process so that they are similar from site to site. Also, while Engagement Policies are acknowledged during registration, it is important to ensure that they are easily accessible to all parents throughout the school year. Finally, in order to engage all parents, the time and accessibility of all advisory group meetings should be considered. Due to the school closures and distance learning, video conferencing platforms, such as Zoom, were utilized for parent meetings. This allowed many parents to access parent meetings.|The Little Lake City School District recognizes the importance of schools and families partnering together to ensure positive student outcomes. Funds are set aside through LCAP and Title I to directly support a wide variety of parent engagement opportunities including Literacy Night and Family Science Days. These site specific events assist in building and strengthening school and parent partnerships. The District provides parent education opportunities and direct support through parent training focused on how parents can support their children at home. Teachers share information with parents at conferences regarding the best way to support their child at home. The District notifies all parents of their rights and responsibilities annually. In addition, specific information on parents’ rights are given to our homeless population and special education parents. This year, Zoom made it possible to offer training remotely and at alternate times. We continue to look for new and engaging ways to maximize and foster the important relationship between the school and parents.|The Little Lake City School District is strong in building relationships between staff and families. This has been a District-wide focus over the past three years and reinforced by the superintendent and principals throughout the school year. This was especially important during the school closures and distance learning. These solid foundations are reflected in our Parent Satisfaction survey results where 95% of parents agreed that they are satisfied overall with their child’s school. Parents feel welcomed by school staff, as indicated by 96% of parents agreeing with the statement, “I have a positive relationship with staff at my child’s school.” We dedicate time for staff members to learn about family’s goals for students during parent-teacher conference week. Beyond those dedicated weeks, teachers are always available to meet or speak with parents who have concerns or questions regarding their children. The district works hard to continually increase two-way parent communication by providing multiple means of communication through email, phone calls, and text messages in each family’s home language. A focus area for the District is to continue to ensure that all families receive pertinent and timely information from the District through our new School Messenger system and to expand our text messaging service. It is important that all families, including those who may not have access to social media and other tech services, receive information that is timely and in their home language. School Messenger was widely used this school year due to the school closures and through distance learning. In addition, the use of video conference platforms, such as Zoom, were used to continue to engage parents and families throughout the year.|4|4|3|4|3|4|4|3|3|3|4|4|2021-06-29||2021 19647250000000|Long Beach Unified|3|In the School Culture and Climate Survey, 93% of parents expressed satisfaction with their opportunities to participate in school decision-making processes and programs – a continuation of outcomes from previous years. As with other responses, the numbers were generally consistent across various subgroups. Parents of students with disabilities families registered at 92%. While the results are quantitatively favorable, LBUSD places emphasis on the quality of family participation in school decision making, particularly parent leadership on school site councils, English Learner advisory committees, and other formal groups.|Over the past year, parents' overall favorable impression of LBUSD inched down by a percentage point to 94%. This statistic is based on roughly 25,000 responses in the School Culture and Climate Survey. The survey has four main categories – climate of support for academic learning; knowledge and fairness of discipline, rules, and norms; safety; and sense of belonging (school connectedness) – all of which align with the goals of the Local Control and Accountability Plan. Parent satisfaction was at 93% or above in every one of these categories. Furthermore, 96% said “school staff treats me with respect”; 92% said “school staff takes my concerns seriously”; 92% said “school staff welcomes my suggestions”; 91% said “school staff responds to my needs in a timely manner”; 95% said “school staff is helpful”; and 94% said “my child’s background (race, ethnicity, religion, economic status) is valued at this school.” The numbers were generally consistent across various subgroups, but LBUSD remains committed to improving how it supports families of unduplicated pupils, particularly those who face language barriers and require additional services.|In the School Culture and Climate Survey, 95% of parent responses were favorable for LBUSD’s climate of support for academic learning and 94% for knowledge and fairness of discipline, rules, and norms. More than nine out of ten parents believed that schools provided high quality instruction and had high expectations for all students. The results were similar when it came to disciplinary fairness and informing students about what would happen if they break school rules. Although the numbers were generally positive, LBUSD continues to work on narrowing gaps that exist among subgroups, namely our African American, Hispanic, Pacific Islander, and English Learner families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-20||2021 19647250127506|Intellectual Virtues Academy of Long Beach|3|IVA promotes strong and connected parent, family, and community engagement through collaborative and inquiry-based professional development practices that focus on IVA's values which result in faculty and staff welcoming feedback and participation in decision-making. Most importantly, the Parent Academies that IVA offers other events and conversations are collaboratively led by teachers and staff. The preparation for these events are created and feedback collected through IVA's professional development model. These cycle of inquiry practices provide ongoing education and engagement in professional development for teachers, support personnel, and other staff in the value and utility of parent contributions including how to reach out to parents, communicate and work with parents as equal partners implement and coordinate parent programs, and build ties between parents and the school. This educational rhythm of inquiry, research, discussion, and collaborative problem-solving is a practice IVA values in a thoughtful community that is a Culture of Thinking that practices Self-Knowledge through Openness and Respect believing in a Growth Mindset through our events. IVA builds capacity for parent and family engagement that helps parents understand standards, monitor child's progress, and work with educators through multiple measures. These measures include materials and training to foster involvement beginning with a new family orientation in the fall of each year, a parent-student handbook, and a set of on-boarding Parent Academy meetings to help parents become comfortable with the practices, contribute in decision-making, and access resources offered at the school site. IVA's collaboratively created Parent Academy agendas guide IVA's educators and parents into asking questions and contributing together with faculty and staff results in deeply ingrained staff participation and practice where all participants seek to practice a Culture of Thinking. Parent Academies include Back to School Night, four beginning of the year new parent, and a Parent Academy on encouraging Healthy Relationships among others. IVA is growing in its implementation of offering Parent Academies and communication in the families' preferred method. This element of communication will continue to strengthen the sustainable level that the school is able to create welcoming environments for all families in the community.|IVA promotes strong and connected parent, family, and community engagement through collaborative and inquiry-based professional development practices that focus on IVA's values which result in faculty and staff welcoming feedback and participation in decision-making. Most importantly, the Parent Academies that IVA offers other events and conversations are collaboratively led by teachers and staff. The preparation for these events are created and feedback collected through IVA's professional development model. These cycle of inquiry practices provide ongoing education and engagement in professional development for teachers, support personnel, and other staff in the value and utility of parent contributions including how to reach out to parents, communicate and work with parents as equal partners implement and coordinate parent programs, and build ties between parents and the school. This educational rhythm of inquiry, research, discussion, and collaborative problem-solving is a practice IVA values in a thoughtful community that is a Culture of Thinking that practices Self-Knowledge through Openness and Respect believing in a Growth Mindset through our events. IVA builds capacity for parent and family engagement that helps parents understand standards, monitor child's progress, and work with educators through multiple measures. These measures include materials and training to foster involvement beginning with a new family orientation in the fall of each year, a parent-student handbook, and a set of on-boarding Parent Academy meetings to help parents become comfortable with the practices, contribute in decision-making, and access resources offered at the school site. IVA's collaboratively created Parent Academy agendas guide IVA's educators and parents into asking questions and contributing together with faculty and staff results in deeply ingrained staff participation and practice where all participants seek to practice a Culture of Thinking. Parent Academies include Back to School Night, four beginning of the year new parent, and a Parent Academy on encouraging Healthy Relationships among others. IVA is growing in its implementation of offering Parent Academies and communication in the families' preferred method. This element of communication will continue to strengthen the sustainable level that the school is able to create welcoming environments for all families in the community.|"IVA's intellectual character-focused mission and vision provides a foundation for a common language around student character growth for academic and socio-emotional challenge and support. IVA's common intellectual virtue language provides access to stakeholders that connects academic and personal growth focus so that all families are invited into the vision of who their child will become. underrepresented families, access to conversation and school connection. When a school connects well with who a child will become it creates common conversation for all families to invest in both academic and social-emotional support. IVA is invested in creating opportunities for families to feel comfortable connecting with the school by frequent school contacts and through our work toward forming affinity groups for both students and parents. IVA implements Restorative Justice practices, which seek to repair harm through non-retributive discipline practices that might create disconnection. IVA reaches out to families whose students are struggling and sets up Student Success Team meetings, which involve both the student, family, counselor, and multiple teachers who work together to understand what the student is doing well and where there is struggle. This SST team creates a plan together to utilize resources and determines what results they should collect and when they should check back in. IVA also implements 504 plans and IEP plans through the MOU with the LBUSD SELPA. IVA's 2021 Annual Survey responses included strong responses from parents about connection including: 98% ""I feel welcome to participate at this school. ""Which home­ to school connections have you been able to access?"" Parent Square 98%, Weekly News 87%, Parent Academies 61%, Fireside Chat w/Principal 57%, Character Conferences 78%. ""School staff treats me with respect."" 99%, ""School staff takes my concerns seriously."" 98%, ""School staff responds to my needs in a timely manner."" 89% ""School staff is helpful."" 100%, ""The school provides support to my child."" 97% ""I feel welcome to participate at this school"" 97% 97% agree with the statement, ""Overall, so far, I am satisfied with my child's education at IVA"" IVA's survey results, newsletter openings, and parent engagement it is clear that IVA continues to offer a welcoming environment for parents where their participation and contribution to their child's education is appreciated and they find themselves as stakeholders in the process. This year, based off our LCAP goal setting IVA has a teacher on special assignment as an Instruction and Intervention Coordinator who is working with our counselor to deepen parent engagement opportunities and grow additional after school programs and points of contact for parents with the school including affinity groups. IVA's office staff ensured each family member is connected on ParentSquare. IVA's aim is that all families can access support, resources and connection with the school."|5|4|4|5|5|5|5|5|4|4|4|4|2021-05-19||2021 19647250131938|Clear Passage Educational Center|3|Through the facilitation of Parent Advisory and Goal Setting meetings CPEC's leadership collaborates with parents and family members to develop/update the school’s parent involvement/engagement policy (language translation is provided). CPEC’s parent involvement and engagement policy (Parent/Student Handbook) is distributed annually. Parent/family member feedback related to CPEC’s parent involvement/engagement policy is solicited and fostered via parent surveys. Parent feedback is used in establishing information sessions and other touch-points. During Goal Setting meetings with parents/students, articulation sessions are facilitated to address critical areas such as strategies for monitoring student progress, academic standards and assessments, CPEC’s blended curriculum and CPEC’s Dashboard Alternative School Status. A calendar is created and distributed to parents at the beginning of the school year and modified and distributed throughout the year. Parents and guardians engage in school activities that enhance parent/school partnerships and encourage a positive school culture. Key activities include information sessions that focus on college and career readiness. Touch-points for parents also focus on topics identified by parents and other stakeholders including CPEC’s blended curriculum, the school’s use of universal screening tools and multiple formal/informal assessment measures, the evaluation/analysis of student learning/achievement and how achievement data can be used to differentiate instruction. Continue to refine the process used in evaluating resources that are allocated toward parental and community touch points and introduce new initiatives to increase parental participation.|A wide range of strategies are employed by CPEC’s leadership to ensure a high level of parent/family engagement including: 1. Orientation. New families learn about the mission and vision of the school, the educational approach, and expectations for parent participation. Clearly defined expectations are outlined in a Parent/Student Handbook. 2. Parent/Student/Teacher Conferences: Teachers meet with students and their parents to discuss the student’s academic progress and social development. 3. Goal Setting Meetings: Goal setting meetings provide parents the opportunity to participate in establishing their student’s educational master plan. Through its collaborative model, CPEC works with parents, staff and students to set goals for the school year. Parents and CPEC staff engage in follow-up sessions to review student progress toward goal attainment and discuss next steps. 4. Student Success Team Meetings (SST): The school has established an SST process which is comprised of parents, teachers, administrators, and other school professionals. 5. The distribution of letters regarding student progress. CPEC’s staff receives professional development in how to effectively collaborate with parents and strengthen ties between parents and the school. Data is collected annually to secure feedback from parents and students via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents/students during Parent Advisory and Goal Setting meetings. The parent survey data is also used to update CPEC’s governing documents. Continue to refine the process used in evaluating resources that are allocated toward parental and community touch points and introduce new initiatives to increase parental participation.|Clear Passage Educational Center's professional development focus is student performance analysis and interpretation. The administrative team at CPEC uses multiple tools such as the school plan and data gathered during cross-functional meetings to identify professional development opportunities which are then discussed with the school’s staff during staff meetings and articulation sessions. Also, CPEC’s instructional staff is encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability. Classified staff are provided ongoing professional development on campus and are encouraged to seek external professional growth experiences. Throughout the school year, Clear Passage Educational Center facilitates professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations and meeting school-wide learner outcomes, while also addressing the socio-emotional needs of its students. Professional development activities conducted during the school year cover topics and strategies related to the educational needs of the students and teaching staff. A trainer-of-trainers model is used whenever possible to make the most effective use of resources with lead teachers serving as the trainers and mentors. Through the facilitation of Parent Advisory and Goal Setting meetings CPEC's leadership collaborates with parents and family members to establish information sessions. During Goal Setting meetings with parents/students, articulation sessions are facilitated to address critical areas such as strategies for monitoring student progress, academic standards and assessments, CPEC’s blended curriculum and CPEC’s Dashboard Alternative School Status. Continue to refine the process used in evaluating resources that are allocated toward parental and community touch points and introduce new initiatives to increase parental participation.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 19647330000000|Los Angeles Unified|3|Opportunities are offered at the school site, Local District office, and central offices include School site trainings with, principals, staff, families, and students in the annual School Site Council (SSC) trainings. The SSCs specifically make decisions about programs and services and receive recommendations from membership of the English Learner Advisory Committees (ELAC) which supports EL students. Families are also invited to LD meetings to learn about Title I, English Learners, and foster youth policies, Programs, and funding, which result with participants offering program recommendations. Other opportunities included two Title I Conferences by Local District, for a total of 12 conferences, PCS held four study group dates which reviewed the Title I Parent & Family Engagement Policy and Federal Addendum. The LAUSD has 3 District Level Advisory committees which assist with decision-making through parent and community input. Community Advisory Committee (CAC) - offers recommendations to the district's Special Education Local Plan Area (SELPA) Local Plan. The CAC presents comments to the Board of Education twice this year. District English Learner Advisory Committee (DELAC) offers recommendations to the Superintendent and the Board of Education twice a year on mandated topics specific to EL and LCAP. Parent Advisory Committee (PAC) - has the responsibility of advising the district on the LCAP. Presented comments to the Board of Education. Parents and school staff work together to plan, design, implement and evaluate family engagement activities at school, LD, and central levels. Families evaluate the family engagement program for the school site, Local District, and central office and established a family engagement policy. Title I Conferences are held geographically Areas of strength for the district include Increasing parent knowledge and skill sets to lead the school site and districtwide committees governed by Robert's Rules of Order, Brown, and Greene Acts. Collaboration with PCS and LD offices to adopt PD for school site teams and families to self-assess existing family engagement practices and to adopt actions aligned to the state indicators for family engagement. 2020-21 school year include collaborating and co-facilitating with parent leaders. Areas of growth for the 2020-21 include: Sustained and increased parent participation Budget development, support for school site teams to partner with families for greater coordination and consistent use of these budget modules across LAUSD, formalizing training for school staff to shift from low-impact to high-impact engagement, and offering a micro-credential program.|LAUSD provides families with information and resources at multiple access points including the Central Offices, Local Districts, Community of Schools, and school site webpages, in addition to the 565 Parent & Family Centers, and through workshops provided by school staff and community partners. Due to the pandemic and school closures, parent and family engagement opportunities and participation has increased. Virtual workshop topics included supporting students' learning at home, transition to summer learning, and returning to school in a virtual environment, ongoing virtual school meetings, Community of Schools Town Hall meetings, Board Member District meetings, and Central Office meetings were all conduits for building partnerships. The majority of families surveyed in the District's School Experience Survey stated that their school sites provided information on grade level requirements: 84% for ES, 83% for MS, and 85% for HS. Furthermore, many families reported receiving information (verbal/non-verbal) they can understand: 93% for ES, 89% for MS, and 88% for HS. The School Experience Survey reports that a majority of participants engaged virtually in school events, such as parent teacher conferences. Families are also supported in understanding district policy, exercising their legal rights, and advocating for students through SSC, ELAC, and LSLC. We Are One L.A. Unified The Office of PCS worked to shift activities and policies to ensure family engagement with their schools in times of distance learning. Highlights included Back-to-School with LAUSD Helpdesk/Hotline support (213) 443-1300 Ongoing Public Service Announcements SSC, ELAC Committee Elections Volunteers. Parent Organizations School Site Modules to Engage Families COVID-19 Parent Education Ambassadors. The Office PCS in collaboration with central offices hosted various trainings and workshops and some were co-facilitated with our parent leaders. They include Meet and Greet Webinars for SSC, ELAC and Central Parent Committee Members in collaboration with the Office of Data and Accountability, Student Health and Human Services, Access, Equity, and Acceleration, Budget Services Division, Federal and State Education Programs, Multilingual and Multicultural Education Department, Local Control Accountability Plan, Parliamentary Procedures, Developing SMART Comments Office of PCS collaborated with the Office of Government Relations to host 5 Legislative Learning Sessions to empower parents and families in the areas of legislative advocacy. The Office of PCS with the ITD has been providing online support to parents and families with Parent Portal and Schoology. In one year, registration grew from 20% to 56%. Other partnership areas include the Parent and Family Engagement Rubric, and the adoption of initiatives that directly target Title I and highest need families through teacher and staff training.|LAUSD has identified 565 Parent & Family Centers, of which 277 (49%) have been modernized with electronic devices, furniture, and equipment in the last 10 years. The centers are a hub to facilitate workshops and activities where Community Representatives, who are district employees, schedule and host engagement workshops covering academic, health and enrichment topics for families. Districtwide, during the 2019-20 school year, 90% of district schools reported hosting at least four academic workshops for families. We are currently in the final round of the Phase 7 parent center modernization project and approximately 60 school sites may be renovated. These centers are an important lever to foster welcoming environment for our parents and families and are a space for adult learning. Welcoming environment indicators are also captured in the district's School Experience Survey. This helps inform LAUSD how families are building relationships in school communities. 2021-21 Survey participants: I feel welcome to participate at this school: 91% for ES., 86% MS, and 85% for HS stated they agreed and highly agreed with this statement. LAUSD focuses on is the commitment to building relationships, family voice, leadership and advocacy. This year 100% of schools established a School Site Council (SSC) at the start of the new school year. The Council reviews a family needs assessment where staff and families learn about family strengths, languages, and identify common goals for students. Federal policy also tasks schools to organize a school Title I Parent & Family Engagement Policy for Title I families. This policy highlights resources and workshops offered to families in collaboration with school staff, central offices, and community agencies. This coordinated effort builds bridges and two-way communication between the home and the school site. This year with the closure of schools, training for SSC members via webinars have included engaging families in a strategic budgeting module series. This is a three-module course to help school leaders engage committees and the community at large in developing a shared school vision and budget. As a result of online trainings, the number of participants has increased significantly. This is a new effort at LAUSD which complements the annual SSC Training for officers hosted during the fall semester by local district. District Level Advisory Committee members have communicated areas of growth needed: professional development for teachers, administrators and staff, and guidance in adult learning to facilitate ample time for families to learn content during shared decision-making opportunities. They specifically ask schools to expand two-way communication and engagement of high need families that are often underrepresented in conversations. Families communicate PD for school personnel is fundamental to help parent officers facilitate school committees and co-facilitate working sessions.|2|3|2|3|3|4|3|3|4|4|2|2|2021-06-22||2021 19647330100289|N.E.W. Academy of Science and Arts|3|N.E.W. Academy of Science and Arts (NASA) works at building the capacity of staff and supporting principals and staff to effectively engage families and also in supporting families to engage in advisory groups and with decision-making. NASA does this through such school based committees as the School Site Council (SSC) and English Language Advisory Committee (ELAC). We also engage at the LEA level through the Charter English Language Arts Committee (similar to a DELAC group). Additionally, all stake holders have an opportunity to engage in these processes and work together to plan, design, implement and evaluate family engagement activities at school and district levels in meetings related to developing the Local Control Accountability Plan (LCAP). In our Title I survey 92% of parents said that school staff considers parental opinion when it comes to decisions concerning their child.|N.E.W. Academy of Science and Arts provides professional development in a variety of subjects related to improving student outcomes and building capacity to teachers and staff. PD is also related to improving relations to parents. We have a parent liaison who works with parents and staff to improve these partnerships. The liaison and administration also work in providing parent with weekly workshops on subjects that support student learning at home. Subjects also include legal subjects and ways in which parents can advocate for their children. Teachers have opportunities to meet with parents during mid-trimester and trimester conferences as well as monthly to discuss student progress and ways to work together to improve student academics.|NASA has established partnerships with community groups and organizations that have helped our community, families and students. All programs address cultural and linguistic needs of families. Collaborations with New Economics for Women (NEW) our Founding organization. It is a Community Development Organization focused on improving the lives of women and their families. Students from some of these families attend NASA. We collaborate with NEW in our After-School Education and Safety (ASES) Program. NASA students are provided with academic support and enrichment opportunities. NEW has worked with NASA. NEW is partnering with the Kellogg Foundation for a grant to help our families who speak indigenous languages. Grant resources can provide child care for parents of students entering Transitional Kinder and Kinder programs. N.E.W. Academy of Science and Arts (NASA) annual Title I survey in school year 20-21 96% of respondents said teachers were caring and encouraging when working with students and 96% said administration creates a welcoming environment. 92% said that office staff created a welcoming environment and communicated well. Additionally, 97% of respondents claimed they were well informed of activities at the charter school. 89% said they receive information on academic progress as well. NASA communicates through newsletters, phone calls, meetings, and platforms such as Parent Square. All communication is in English and Spanish. We celebrate families language and culture through Hispanic Heritage month activities and our annual schoolwide Soy Bilingüe Festival. NASA also has a Dual Language type (English and Spanish) program. There is opportunity for 2 way communications through regular committee meetings, conferences, workshops, coffee with the principal, etc. NEW Academy of Science and Arts is working on and could improve communication with families that speak indigenous languages.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-13||2021 19647330100669|Stella Middle Charter Academy|3|Every year Stella Middle Charter Academy administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principals and Counselors. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Stella Middle Charter Academy provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. Participation in our Teacher- Parent Conferences reached 73%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 18%. Nevertheless, our families feel supported as evidenced by survey respondents saying that 72% of families feel “confident in their ability to support their child’s learning at home” and 79% feel “confident in their ability to motivate their child to try hard in school.” With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Stella Middle Charter Academy community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 83% of respondents believe the administrators do well in creating “a school environment that helps children learn” and over 88% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored over the 90th percentile for School Fit, School Climate and School Safety. One of the school’s biggest strengths is the welcoming environment we’ve built with families even in a Distance Learning setting. Last year we had 79% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 88% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-21||2021 19647330100743|Accelerated Charter Elementary|3|Strengths The ELAC/DELAC committee met regularly throughout the academic year. It was made up of parents and teachers at ACES. Parents and teachers were able to provide input in programs and activities that directly impacted title 3 programming. Due to Covid ELAC/DELAC were also able to provide direct feedback to title 1 programming. Needs ACES needs more parent representation on ELAC/DELAC. We will need to structure coffee with principal to include more opportunities to solicit parent input for school programming.|Strengths This year we were able to offer a number of parent workshops focused on supporting children at home with reading and their social emotional well-being. Coffee with the Principal included strategies to support students at home during distance learning. They also included opportunities to share student progress in the area of academics. A video recording was provided to parents explaining the importance of assessments and ways to support students during the assessments. Important information regarding Need Develop a series of workshops around literacy, math and social emotional well-being to build the capacity of families that runs throughout the year. In addition to the data that is shared through Parent-Teacher Conferences, IILA is putting a greater focus on a student-centered approach to analyzing data, so that students are aware of their academic performance, they engage in conversations with teachers to set goals and develop a plan to address academic needs and later collaborate with their families to round out the process, so all stakeholders are aware of the direction the student is headed. Sharing this information more frequently, we aim to provide families with ongoing and up-to-date data as the year progresses.|Areas of Strength Due to distance learning there were more opportunities for our school community to connect with families. At the beginning of the academic year, each teacher met with each family to introduce themselves, review schedules and provide login information. 18/20 of our general education teachers are bilingual and can communicate directly with families. In addition, our instructional aides are bilingual and support teachers who need interpretation. Each grade level held a virtual back to school night where families were welcomed to the new school year and distance learning schedules were reviewed. Coffee with principal meetings were held every month to provide parents with important upcoming information around the instructional program and intervention supports. A few parent workshops were offered to support students' social emotional well-being and literacy. Areas of Need Provide a focused series of parent workshops to build parents’ capacity around literacy, math and ways to support the social emotional well-being of students.|3|3|2|3|2|3|3|2|3|2|3|3|2021-06-17||2021 19647330100750|Wallis Annenberg High|3|"Areas of Strength: ? Coffee with the Principal: Coffee with the Principal are opportunities for parent engagement and feedback. These meetings complement the parent night and both are held in the same week. The purpose of these meetings is to gain insight into the parent experience and gather feedback to strengthen our partnership with families. Example of a Coffee with the Principal presentation ? Surveys are also shared with families throughout the school year after each parent engagement opportunity. Survey results are used to engage families and gather input. These surveys are shared with both participants during the parent engagement opportunity as well sent via reminds to promote increased parent/family participation. Area of Improvement: As we move into the 2021-2022 school year, we hope to increase participation rates of our parents and families. We believe that all stakeholders are critical members of our community and we would like to ensure that they receive the support they need."|In addition to the above programs, Wallis Annenberg High School provides ongoing, interactive professional development to build teachers’ capacity to connect with families on a human level as they support families with monitoring their child’s progress. Professional Development: Wallis Annenberg High School has maximized weekly professional development. Our professional development cycle has learning sessions to include Instruction, Feedback, and Diverse Learner Support. In addition, we have spent time discussing communication with students and families around these expectations. Throughout the year, teachers have presented to parents on the learning cycle. As a school community, we have worked diligently to create a cohesive environment that mirrors our student learning cycle. We are consistently reviewing our data, coming together to evaluate, and adjusting our practices accordingly. Parent Engagement: Throughout the year we hold several parent engagement opportunities in order to build partnerships with families in order to improve student outcomes. Some of the workshops we have held this year have supported training families on accessing our platforms such as PowerSchool, Summit Learning, and Vista Higher Education. Each of these platforms provides ongoing information with parents about their child’s academic and behavioral progress throughout the school year. Parent engagement opportunities are held in both English and Spanish. In addition, all documents that are available to parents during workshops, IEP meetings, and training are provided in both English and Spanish. Supports to families: Throughout the year, academic counselors meet with students to discuss academic progress and review their graduation requirements. During this time, if additional academic support is needed, counselors will set up a parent meeting to include students and teachers to discuss the necessary ways in which the student can be supported academically. Counselors also offer workshops for parents regularly. These workshops include information and support on topics such as graduation requirements, financial aid, and high school success strategies. Area of Improvement: As we move into the 2021-2022 school year, we hope to increase participation rates of our parents and families. We believe that all stakeholders are critical members of our community and we would like to ensure that they receive the support they need.|"Wallis Annenberg High School has developed robust, sustainable systems for building relationships with parents and families. The centerpiece of this work is our 1:1 mentoring program, in which every student is assigned a mentor teacher. This program supports the development of academic and interpersonal skills in students. Each teacher carries a caseload of about 20-25 mentees. This program includes several components: ? 1:1 Check-Ins: Each student engages in a weekly 1:1 check-in (about 10 minutes in length) with her/his mentor. During these check-ins, the mentor and mentee work to build rapport, establish goals, and track progress toward meeting success criteria established in previous check-is. ? Mentor Session Instruction & Activities: ? Family Engagement: Mentor teachers are the primary point of contact for the families of their mentees, conducting regular family conferences. ? Parent Meetings: WAHS regularly hosts parent/student meetings to share information regarding the school program, college and career, social emotional wellness, and support our parents as partners ? Parent / Teacher Conferences: Parent and teacher conferences are built into the school year. There are four official opportunities for parents to meet with their child’s mentor teacher. The quarterly meetings are designed to discuss current progress, review student data, and discuss and identify short and long term goals. In addition to the quarterly parent conferences, parents may join their child’s weekly ten minute one-to-one check in with the mentor teacher as desired/needed. In the coming year, we are focusing our improvement efforts on increasing the number of families that actively participate in the available opportunities for engagement and partnership with the school. This includes making information available in multiple formats (both synchronously and asynchronously) through a variety of media. Specifically, we plan to create an online information/communication hub for students and families."|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647330100800|Central City Value|3|Central City Value uses multiple means to obtain parent input and involvement in school decision-making. Every April, parents have an opportunity to complete an anonymous survey that seeks their input on various aspects of the school and its operations. Parents can complete the survey online or request a paper copy if they prefer. The school also holds frequent “Coffee with the Administration” meetings throughout in which parents can interact and discuss issues with the administration. The school also holds regularly scheduled parent meetings in the evenings and quarterly school-site council meetings to engage the parents in the decision-making process. In the past year, parents have raised concerns on the growing neighborhood homeless population and have worked with the school to develop a safer school and community.|Central City recognizes the vital role that partnerships with parents has on student outcomes. In order to implement this, it starts with an active professional development program that attempts to meet the needs of all students and their families. Teachers are routinely encouraged and supported to attend professional development workshops and conferences, and external and internal professional development sessions are often used in faculty meetings to train all faculty and staff. In turn, through monthly parent meetings, parents are informed of school business, and are encouraged to stay active in their children’s’ education and school events through the use of PowerSchool emails, meetings with teachers and administrators, and attendance at the regularly scheduled Student-Parent-Advisory (SPA) conferences. At SPA meetings, under the guidance of their advisors, students discuss their academic and personal progress as well as graduation progress and college/career goals with their parents or guardians. Parents are also alerted of routine and emergency business through the use of ParentSquare and DeansList software, which allows for phone call or text messages in the preferred home language. At various points, parents are also trained on college and financial aid planning and are given the opportunity to join PIQE (Parent Institute for Quality Education) held on campus. Other parent meeting activities include Academic Awards ceremonies, Back to School/University Night, Career and College Fair Day, and the Senior Recognition Ceremony. Central City also welcomes parents to stop by the school at any time to meet with administration, counselors, or teachers. Parents legal rights are posted in various visible locations by the front office and are given copies of their rights in their native language for special education purposes. Parents are often called in for academic and disciplinary reasons, and teachers are encouraged to call parents and/or hold a parent meeting whenever necessary. Teachers and staff can also keep parents informed through ParentSquare, DeansList or by personal phone call.|Based on the School Climate Parent Survey results, conducted in May of 2021 to parents of students from all four grade-levels, Central City Value excels at meeting the needs of the parents. Parents responses were in agreement (agree or strongly agree) with the opportunities to get involved in the school (85%), the ability to talk to their child’s teachers (86%), the school facilities are kept clean, welcoming, and safe (78%), that the school encouraged parents to make healthy choices in life (86%) and the administration is accessible and offers support (87%). Parents also felt safe at our school (86%). Further parents felt that their children were gaining access to a better education than a traditional public school (88%), expressed satisfaction with the overall education of their children (94%), believed that their children would do well enough in school to go to college and get a good job (94%), expected their children to graduate from high school (88%) and go to college (95%). Parents also felt that the school had high expectations for all students to succeed (88%), that teachers make their children excited about learning (76%), that their children can get extra help if they need it (90%), and that the school provides opportunities for their children to give back to the community (87%). Lastly parents felt that their child was safe at school (83%), school rules were fair for all students (88%), the school has effective strategies for dealing with disruptive behaviors (81%), faculty and staff make it clear that bullying is not tolerated (88%), and the school provides counseling for students who are depressed or troubled (83%). One focus area for improvement involves the engagement of underrepresented families, specifically the minorities within the minority population we serve. Our school population is predominantly Latino (94.7%), but does include a few Filipino, Bangladeshi and Asian students. For parent meetings, we do conduct them in English and Spanish, but need to offer better translation services for these underrepresented groups. The school does use DeansList and ParentSquare to communicate to families in their native language, however. Our school also conducts parent meetings via Zoom to extend the reach to all parents, especially those who cannot physically attend meetings or are pre-empted from attending due to compromised health issues. The school will continue to explore ways in which we can implement programs to serve all populations effectively.|5|5|4|5|4|3|5|5|5|5|5|4|2021-06-04||2021 19647330100867|KIPP Los Angeles College Preparatory|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330101196|ICEF View Park Preparatory High|3|View Park Preparatory High School engages with parents in a variety of ways to obtain valuable feedback from parents to influence the decision-making that supports student learning. This year we introduced a Parent Advisory Council that was composed of 10 parents, 1 Administrator, 1 CRC, and 3 Teacher liaisons that served as a bridge between the classroom and the families. We also engage parents during the annual development of our school’s LCAP to seek input in decision-making. An area for growth is to continue to implement strategies to increase parent participation in schoolwide committees to provide input for decision-making.|As evidenced by our self-rating we are in the initial implementation phase partnering with our home office and outside agencies to inform our leadership and staff of best practices to consistently engage with parents specifically on ways to support stronger academic and social-emotional outcomes for our students. In our PEM series, we host sessions that educate parents on college preparation that begins in the d9th grade. We host an A-G workshop so that parents understand the requirements to successfully complete high school and prepare for college and career. Our counselor also provides training for parents on social-emotional learning and ways to promote wellness in the household to respond to students' non-academic needs. We currently use Powerschool as our SIS and the platform that grants parents access to their progress in real-time. Parents are given support in how to use Powerschool as a tool to engage with teachers and advocate for their students. To complement this platform, we also use traditional communication to share student progress such as progress reports, parent conferences, and direct phone calls. This is vitally important for SWD and other vulnerable students as directed by our RtI process. Parent rights and practices they can use to advocate for their child are communicated during IEP. SSPT, or general conferences designed to discuss student progress and explore opportunities to support.|"When considering the challenging year that we have faced during the pandemic as well as the social injustices that our community has endured, it was important to have a unifying theme that would remind us of our collective responsibility to each other and how we can look to each other for encouragement and strength. Our theme, ""Stronger Together"", has been that source of inspiration to get us through and keep us focused. The theme of the year and the importance of its message were shared with our students, families, and staff. It served as an anchor for our professional development as staff and the Parent Engagement meetings all year long. Families are engaged through our parent engagement meetings which alternate from being hosted by our school or workshops put on by the ICEF home office. This year our attendance for PEM sessions was inconsistent. Our hope is to garner feedback from all stakeholders at the beginning of the year and use the data to design and implement workshops that meet the needs of every family. One practice that we will continue is providing our meeting virtually so that families can attend without limitations. In order to effectively communicate with our families, we provide weekly messaging via our Knightly News Bulletin, Parent Square (email and text), and new social media platforms. Teachers use Powerschool to provide messaging specific to student progress and often share access to class assignments via Teacher created Google sites and the guardian feature on Google classroom."|4|4|3|4|3|3|4|4|4|4|4|4|2021-06-17||2021 19647330101444|KIPP Academy of Opportunity|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330101675|Oscar De La Hoya Animo Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330101683|Renaissance Arts Academy|3|RenArts has multiple mechanisms for actively seeking input from parents, including: a. 100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b. 100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c. 100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d. 100% of staff participated in professional development focused on parent input and results of parent surveys. e. RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee.|RenArts has multiple mechanisms for actively building relationships with parents, including: a. 100% of faculty have participated in conferences collaboratively with parents. b. 100% of parents have translation needs met for individual conferences and school information meetings. c. 100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d. 100% of faculty are involved in producing student performances for families and the community. e. Families shared the winter virtual student-led performance with nearly 10,000 people across 6 continents, 32 countries, 42 states, and the District of Columbia. f. RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization.|RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a. 100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b. 100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c. 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance. d. 100% of 12th grade students had conferences aimed at college preparation. e. 100% of parents were provided access to technology to meet virtually with faculty during remote learning. f. Weekly parent symposia reviewing current work and inquiry. g. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 19647330102335|Ocean Charter|3|Ocean Charter's has made progress in seeking parent input in decision-making from the Board level to the classroom level. Parents are invited to attend and participate at all levels, whether through formal membership in a committee or through collaborative conversations with teachers specific to their child. One focus area for improvement is ensuring that all parents are aware of the many opportunities to participate in decision-making.|Ocean Charter's strengths in the area of building partnerships for student outcomes include regular professional development for teachers and administrators on building positive, collaborative relationships with families; frequent communication between teachers and parents about individualized ways to support their child; a revamped SST process with clearer documentation and goals; and support for parent to parent connections within affinity groups to support parents advocating for their child and all children. A focus area for improvement is in supporting families in understanding how English Language Development is supported and how students with special needs are serviced by the district special education team.|Ocean Charter's strengths in the area of building relationships for parent engagement include high rates of parent participation in all areas of school life; numerous engagement opportunities for parents; regular communication between parents and teachers and administration; and access to a facilitator when support is needed for health communication. Progress has been made in engaging parents at all levels of the school through greater access via zoom, more parent-to-parent opportunities, weekly zoom meetings with administration, and engagement of our ombudsperson when requested/needed. Areas for improvement include greater support for non-English speaking families and parents of students with special needs around educational jargon and terms specific to their child's needs.|5|4|4|4|5|4|5|4|5|5|4|4|2021-11-04||2021 19647330102426|PUC Milagro Charter|3|PUC Milagro recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also informs and utilizes our organization-wide Uniform Complaint Policy to inform families of their rights and provide them with support to resolve issues or concerns. The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making. Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems. Surveys are sent home to determine how each family would like to engage, and the councils and staff use this information to revise recruitment plans.|PUC Milagro believes that a child’s family is their first and most important teacher. In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important.. Each family engages with their child's teacher in personalized conferences. The purpose of these meetings are to learn more about the family, receive insight from the family about the student’s passions, interest, and social emotional needs, and for the family to learn about their child’s strengths and areas for growth. In addition to family conferences, all families receive diagnostic results, academic, and attendance/engagement. These reports inform families about their child’s growth, standards-based achievement, and overall engagement in learning and school culture. Families are encouraged and provided information on how to share and discuss these reports as a family to both celebrate and set new goals for growth and success. The school's area of improvement is to work toward a 100% participation in family conferences, and have families use the report card as a tool for celebrating and supporting their child at home. We want all families to work in partnership to ensure the success of all students. PUC Milagro will continue to develop systems to track, reach out, and support those families who are not active partners, and develop with them alternative ways for participation and engagement.|Families are essential partners in their children's education program at PUC Milagro. Due to the school’s relational culture, during Distance Learning, PUC Milagro staff, students, and families were able to stay connected and in partnership. Video conferencing, the school’s online bilingual communication platform, and additional messaging tools (phone calls, texting, and email) allowed all stakeholders to engage, build community, and support student learning and growth. For those families that struggled to stay connected the School Student Success team reached out on a daily/weekly basis. Video conference meetings were scheduled to determine needed supports and set goals to improve engagement. Moving forward PUC Milagro will continue to use technology as a means of connecting with all families. The current Student Success Team will stay in place to support all students and families who struggle to engage in the school community on a consistent basis. As safety protocols allow PUC Milagro looks forward to redefining family engagement on campus with all stakeholders and implementing lessons learned through school closure and distance learning to strengthen family partnerships.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-11||2021 19647330102434|Animo South Los Angeles Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.)|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330102442|PUC Lakeview Charter Academy|3|PUC LCA has both a SAC/ELAC committee and meets at least 4 times yearly. During these meetings the LCAP and its goals are discussed and plans/actionable steps are created to ensure that funds are spent appropriately. Parents are also given the opportunity to provide input around how to best target subgroup needs. A growth area would be finding more opportunities for families (especially our immigrant and families with students with special needs) to have greater, input that impacts decision-making.|PUC LCA is in constant communication with families around specific student goals and needs via student-led conferences, one to one conferences, and family nights. During these times student data is shared with families. The data is used to create actionable steps that families can work with teachers around to target specific needs. Whole group sessions (in both Spanish and English) walk stakeholders through the data ensuring understanding and building investment around a culture of continual growth and improvement. A growth area would be going beyond an initial conversation around legal rights and providing more support in terms of parents understanding those rights and how to best advocate for their children, especially to our English Learners and Immigrant parents.|PUC LCA offers multiple opportunities for families to connect with all stakeholders in an effort to build strong relationships that supports students' emotional and academic growth. PUC LCA offers monthly family nights, ARTS showcases and performances, Student-Led conferences, graduate success meetings, and individual family support meetings to meet specific student needs. PUC LCA also employs an open door policy coordinating times for parents to come into classrooms and observe as well as ensuring that parents' voices are heard via parent surveys around culture and academics. All verbal and written communication is offered in both Spanish and English. In an effort to keep the lines of communication open at all times, PUC LCA shares events and school news via mass texts/calls, emails, social media, and home visits. An area of growth would be for PUC LCA to provide more opportunities to connect outside of the school campus, especially with our underrepresented populations, such as our English Learners, Students with Special Needs, and our Immigrant and Homeless students|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-11||2021 19647330102483|N.E.W. Academy Canoga Park|3|The School Site Council is composed of parents and staff. The SSC and English Learner Advisory Council (ELAC) met quarterly throughout the year to reflect on data and provide input on plan development. Our School Site Council participated in a needs analysis process and identified the key successes and challenges for leadership based on the CA School Dashboard for 2019. Our board meets monthly as a public hearing with the opportunity for public comment. We promoted parent participation in public meetings and public hearings through emails, phone calls, website, and agenda posting. Virtual meetings conducted via video conference had telephone call-in access. We provided translation as needed. Our teachers were able to provide feedback during regular staff meetings and surveys. As well as the principals, administrators, other school personnel at their various weekly or monthly department meetings. Student surveys were conducted and informal classroom discussions with students regarding their experience, perspectives, and needs were performed. Teachers shared the results of the student feedback from these discussions with school leadership to inform plans.|We are proud of the work we have done to support the academic achievement of our subgroups of students. Teachers and administrators analyze internal assessments (running records, Curriculum-based Assessments, MAP assessments, SBAC) regularly and use the data to adjust instructional plans and create action plans with next steps at each of the following levels: whole school, grade level, classroom, and subgroups of students. We are supporting our English Learners by providing Designated and Integrated ELD teacher-guided lessons, through classroom assignments and enrichment activities. Teachers design Designated and Integrated ELD lessons utilizing the California ELD Standards in tandem with the CCSS to foster students' listening, speaking, reading, and writing skills. They employ the ELD component of the adopted Benchmark Universe curriculum, which also has online features available for virtual or at-home learning. Teachers supplement their lessons with visuals, realia, videos, and TV shows from the PBS learning channel. All of these components help engage, support, and sustain learning for foster youth, homeless, exceptional needs, and English learner students. NACP provided professional development and coaching for teachers in all curricular areas as well as integrated and designated ELD, ELD lesson design, and the continuous assessment of the progress of English Learners. We provided parent workshops throughout the year, for support. The Parent Center provided outreach activities for families. NACP also referred parents to community partner organizations such as The Zine Center and NEW for support services. Teachers/staff are also offered the opportunity to and encouraged to attend professional development and training in various educational and leadership workshops/webinars/programs. Administration leads by example in participating in similar learning and growth opportunities that will help support the guidance and growth of the school.|"NACP has a strong partnership with families and looks forward to growing that relationship. In our annual Title 1 Parent Survey, 92.9% of family responses shared that they are ""kept well informed of the activities at the school."" 100% of family responses shared that they felt their ""child is safe at school."" 100% of family responses shared that the ""school staff considers my opinion when it comes to decisions concerning my child."" 85.7% of families shared that they knew that ""parent and volunteers have opportunities to become involved in activities that support the instructional program."" 92.9% of families shared that ""parents are provided training and encouraged to work with their children at home."" 100% of families shared that the ""office staff creates a welcoming environment and communicates well."" 92.9% of families shared that ""teachers show caring and encouragement when working with students and pay attention to student interests, problems, and success, both in and out of the classroom. 100% of families shared that ""administration creates a welcoming environment, communicates well, and addresses concerns in a timely manner."" NACP holds regular Coffee with the Principal meetings and many of our parents participated in CABE Project2inspire second and third level workshops held virtually in 2020-21. Parents learned leadership skills and details to support them in navigating the educational landscape in the United States. We also maintain communication with parents through our website, school social media, ParesntSquare, Remind, email, newsletter, school phone blasts, phone calls from the Parent Coordinator, contact from the teachers and instructional assistants, office, as well as other school staff members."|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-13||2021 19647330106427|Synergy Charter Academy|3|Parent survey data indicated that 97% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as providing opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at school and organization levels.|Parent survey data indicated that nearly all (98%) of parents feel that the school encourages them to be an active partner in educating their child. However, Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to seek out and provide parent education workshops, such as Grupo Crecer implemented in the past two school years, to provide parents with training regarding educational rights and advocacy for their students and all students.|Parent survey data indicates nearly all parents feel welcome to participate at the school (98%), are treated with respect by school staff (100%), and receive prompt responses from the school to parent phone calls, messages, and e-mails (98%). In addition, all parents who responded to the survey indicated that the school communicates the importance of respecting different cultural beliefs and practices. SCA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, parent meetings and events took place virtually. Synergy will consider how to continue to use videoconferencing as a way to make parent meetings and workshops accessible to more parents, as well as plan for resuming in-person family events when allowed to do so by public health officials. Additionally, Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed.|5|5|5|5|4|5|4|4|5|4|4|3|2021-06-19||2021 19647330106831|Animo Venice Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.)|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330106849|Animo Pat Brown|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 97% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 99% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 92% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330107755|Port of Los Angeles High|3|POLAHS continues to utilize yearly surveys, school committees, and on-campus parent engagement events as a means to build relationships with its stakeholders. POLAHS has used the CA Healthy Kids Surveys for both students and parents/guardians on a yearly basis, in both digital and paper format, in multiple languages. POLAHS provides parents with the opportunity to join various committees on campus including: School Site Council, Parents of POLAHS Students (POPS) and ELAC. POLAHS has identified participation in parent engagement activities, such as Back to School Night, and Parent-Teacher Conferences as a relative strength. POLAHS was able to hold these events virtually during school closures. POLAHS would like to increase parent participation, including underrepresented families, and maintain student and staff participation with school surveys, and has set a metric in the school's LCAP to increase parent survey participation to 50% by the 2023-2024 year in the LCAP cycle. POLAHS has adopted a Parent Liaison to increase parent engagement and communication with underrepresented families.|In the 2021-22 school year, POLAHS is working to improve parent engagement of underrepresented families by partnering with PIQE (Parent Engagement Online Program). Through this partnership, PIQE will provide linguistically and culturally responsive, evidenced based program that engages, empowers, and transforms parents to actively engage in their child's education and will address the school's goal for strengthening parent-school collaboration.|In the 2021-22 school year, POLAHS has increased opportunities for professional development during the school year. POLAHS maintains a professional development calendar, which includes staff meetings, collaboration time and guest speakers. POLAHS has identified the need for professional development in PBIS, meeting the social-emotional needs of students, student motivation, and culturally responsive pedagogy. POLAHS will use staff development time to address these topics. In the 2021-22 school year, POLAHS has also implemented a Social-Emotional Coach for staff to ensure the needs of underrepresented families/students are addressed.|4|5|3|3|3|3|4|5|3|3|4|4|2021-10-13||2021 19647330108894|Alliance Judy Ivie Burton Technology Academy High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 95% of parents across our network responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"""At Alliance Judy Ivie Burton Technology High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 99% of parents across our network responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Judy Ivie Burton Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Based on a survey given across our charter network, 99% responded that they ""agree"" or ""strongly agree"" with the statement ""This school prioritizes the health and safety of my child."" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 90% of parents responded that they ""agree"" or ""strongly agree"" with the statement ""My child is well known by staff at this school."" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330108936|Alliance Collins Family College-Ready High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 95% of parents across our network responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Collins Family College-Ready High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 99% of parents across our network responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Collins Family College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Based on a survey given across our charter network, 99% responded that they ""agree"" or ""strongly agree"" with the statement ""This school prioritizes the health and safety of my child."" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 90% of parents responded that they ""agree"" or ""strongly agree"" with the statement ""My child is well known by staff at this school."" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330109884|James Jordan Middle|3|We currently have a parent representative on the JJMS Board of Trustees who is serving as the Vice Chair of the Board. This person helps create opportunities for parent input to board decisions above and beyond the usual School Site Council and English Learner Advisory Committe.|JJMS currently provides outstanding support for two way communication with parents and other stakeholders. Our monthly parent meetings have an average of 140 parents in attendance which is unusually high for a Title I school. Student participation in various support and extended day services indicates a high level of parent information. Area for focus: additional language resources for connecting with families that represent less than 15% of the student population, especially Vietnamese|"Local Indicator 3: Parent Engagement June 2021 We define successful parent engagement using several quantitative metrics. For example, the number of students with a failing grade who have had a parent conference with their teachers. Another metric is the percentage of students who are failing and then participate in the additional teaching time of intersessions during Winter, Spring and Summer Breaks. We have two annuall climate surveys that measure parents’ feelings about the school. Our authorizing district conducts a survey (https://achieve.lausd.net/Page/16461) of our parents each year. Here are the results from the most recent survey . The light blue percentage is JJMS. The black percentage is the Los Angeles Unified School District. Overall, JJMS scores 94% approval from parents regarding engagement, compared to only 80% in LAUSD. ? For example, is the 50% attendance at the monthly meetings the same set of parents, or do different parents cycle in and out of meetings? If the latter, what’s the total attendance at monthly meetings by JJMS parents over the course of a year? ? We take roll at every parent meeting. The majority of the parents are the same from one meeting to the next. Exact numbers could not be counted until the end of next week. How often does school leadership discuss the data re: above, and who is ultimately responsible for driving parent engagement? ? The Principal has the final responsibility for parent engagement, however the Assistant Principal for Campus Climate does a huge portion of the daily work of engaging with parents. We examine climate survey data once a year. We discuss the parent meeting attendance and concerns once a month. ? The two committees that are filled with parent volunteers, School Site Council and English Learner Advisory Committee meet every month and the attendance for those is fairly stable because it is an ongoing committee. ? The Executive Director is responsible for monitoring the implementation of the vision contained in the school’s authorized Charter. Weekly meetings with the entire Admin team (Principal, Director of Operations, Asst Principal for Special Services, Asst Principal for campus climate, Executive Director) allow the ED to get quantifiable and qualitative data about charter implementation in all areas. Area for focus: education for staff about culture of families"|5|5|4|5|5|5|5|5|4|4|5|5|2021-06-17||2021 19647330109934|Our Community Charter|3|OCS continues to provide multiple opportunities for parent involvement in school life and ease of home-school communication while ensuring continued parent representation in decision-making at the school. OCS included parent involvement at community meetings and as members of the task force in recent discussions about distance learning and returning to campus. All parents are encouraged to run for elected positions on the School Site Council and Panda Partners (parent organization) and to attend meetings of Wellness Committee, Board committees, Board meetings, and Panda Partners (PTO).|Our Community School (OCS) knows that parent engagement and input are essential to the success of our school. In 2005, OCS was founded by a group of parents, teachers, and administrators that wanted a new and different educational experience for their children. Today, OCS constantly seeks parent input through various means. OCS partners with our Parent-Teacher-Student Organization, Panda Partners, to create many wonderful community-building events. These events are open to all families where staff and administration are present to interact and get to know each other better. It is essential that all families feel welcome and safe at OCS. Our Family Conferences and Student-led conferences ensure that all students are seen and heard and have access to quality education as they continue to work on their goals. OCS also uses Responsive Classroom while we use the First Six Weeks to build classroom community and norms and get to know students' interests.|Not being able to access the school campus was a challenge last year for the families to build community. We know it was a unique pandemic year, and look forward to improving that in 2021-22. Many of our engaging events were online and families participated in a different way using Zoom. Parents are highly encouraged to attend the annual Family Conferences and Student-led Conferences. Conferences are a big part of our mission because students are involved and empowered to participate in their own education and goal setting. These are opportunities to connect with the teacher about their child's progress and goals in class. Parents participated in regular parent events including an annual Back to School Night, Parent Orientation Meetings, and class and school performances (via online in 2020-21). The school also had many more meetings and opportunities for parents to ask questions, get answers, and share feedback by utilizing Admin Office Hours or Campus Update Q&A sessions on Zoom. Parentsquare is also used by all to share information and learn about what is happening at school. This tool is also translatable into a language of the user’s choosing. So, it is super helpful.|5|5|5|5|5|4|5|5|5|5|4|5|2021-06-30||2021 19647330110304|Los Angeles Academy of Arts and Enterprise|3|Families and students are regularly engaged in decision-making through PTO, ELAC, and SSC. Families are also encouraged to attend and participate at board meetings. Coffee with the Principal and parent workshops also provide a venue for parent voice and participation in school decision making. Since students now have a Chromebook or similar device as well as access to internet, we are working with parents for them to use these devices to also access the now virtual activities provided. A focus area for improvement in participation is school access. This was previously described.|LAAAE prides itself on providing multiple opportunities for parental engagement necessary to build relationships. LAAAE uses Blackboard to regularly communicate with families via telephone, text, and email. LAAAE also sent home a print monthly calendar packet and maintained a current website and social media. Parent meetings ranged from open house, to senior specific items (such as FAFSA, college admission), coffee with the principal, book club, and learning workshops. Print materials and communication at meetings are addressed in both English and Spanish to ensure that Spanish-only speaking parents can meaningfully engage. Since LAAAE serves predominantly underrepresented families, these engagement activities primarily serve underrepresented families. These activities changed due to COVID-19. When the school transitioned to distance learning in March, over a dozen classified staff were reassigned to student and family outreach. They became the primary link between our school and our families. Weekly distance learning lesson plans were submitted by each teacher to the administration and shared with the outreach staff. Outreach staff kept students and families informed about academic expectations and connected them with school and community resources. Because outreach staff and teachers logged interactions with families and students, students with limited engagement were easily identifiable and were escalated to other staff who conducted additional outreach. Since the first week of distance learning, assignments were posted on both Google Classroom and on the school’s website. Insofar as possible, virtual activities, such as prom, culmination, and graduation, replaced live activities. The school’s social media platforms synchronously provided updates on the transition, resources, and school activities. An area identified for improvement is increased parent access to the campus. LAAAE does not have presence in the host school's main office. Upon arrival to that office, parents are required to call LAAAE and then wait for escort to LAAAE. LAAAE leadership continues working with the host school's leadership to identify ways to facilitate parent access.|LAAAE has a robust student services team which fosters building partnerships for student outcomes. LAAAE partnered with different agencies to provide comprehensive support. For example, Didi Hirsch provides onsite and offsite individual and group mental health therapy for students. LAAAE sponsors quarterly parent nights which provide a structured opportunity for parents to circulate with their child's teacher to discuss student progress and ways to work together to support improved student outcomes. Teachers sponsor office hours to support students missing assignments. LAAAE leadership regularly provides updates to parents regarding their legal rights and provides workshops for parents to explore different topics of legal rights. Despite these opportunities for support, LAAAE leadership regularly seeks ways to strengthen existing and create new partnerships for increased student outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-27||2021 19647330111211|New Heights Charter|3|CURRENT STRENGTHS: Parents actively participate in school teams and committees to support the school's improvement. Parents participate in the School Site Council, and English Language Advisory, the Health and Wellness Team, LCAP planning, and the parent involvement team. All kinds of parents are welcome to participate and translation and interpretation are provided to allow for non-English speaking parents to participate. Parents provide input during regular meeting discussions and through yearly survey's on school climate and engagement. FOCUS AREAS FOR IMPROVEMENT: 1. Help parents understand the ways in which COVID-19 has changed our working and learning context. 2. Continue to build our collective knowledge/skills in the online tools we can use together to gather stakeholder input, weigh priorities, and make decisions (polling, surveys, etc.)|"Parent involvement is valuable to increase the school’s understanding of who the student’s are, connect student’s learning to home culture, and provide an authentic audience for student’s work. Parents will be kept informed of their child’s progress through regular classroom communications and they are invited to engage in our collective work in continuous school improvement. A strength of parents engagement is the variety of opportunities parents have to engage with our school and our inclusivity--all events include translated materials and interpretation. During the COVID-19 pandemic, we used Zoom to conduct parent meetings and found that our participation increased. We will continue to use this vehicle in the 2021-22 school year. STRENGTHS: 1. Parents are invited to participate in our school community teams (such as the ELL Advisory, School Site Council, and Wellness committee.), Board meetings, Parent Tea's, and Family Nights. 2. Parents are invited to attend education classes focused on topics such as parent involvement, homework help, technology, family literacy, social-emotional development and parent-child communication. 3. Parent Tea's occur twice a month to provide a forum for two-way communication, share schoolwide updates, gather parent input, and plan for future parent engagement activities. 4. Parents attend schoolwide events such as Family Nights and School Celebrations, during the school year. 5. Parents/guardians support children’s healthy development by encouraging physical exercise, healthy eating, avoiding sugar-filled drinks, and engaging in cultural/educational activities on the weekend. 6. Parents/guardians participate in school activities to support student learning and provide input to the success of our school: • Parent/teacher/student conferences (twice a year) • Learning Museum Celebrations (at least once a year) • School Performances • Healthy Families Events FOCUS AREAS FOR IMPROVEMENT: 1. Help parents understand the challenges of transitioning back to campus after the schools closures of 2020-21 and the role they can play supporting students' growth. 2. Help parents understand the value of in-person learning and support families to prioritize school attendance."|"Building Relationships between School Staff and Families: The New Heights Charter School administration, staff, and parents of this school believe that everyone should be respected and appreciated for his or her individual differences, that partnerships with families and the general community are vital, and that positive communication helps us understand and be understood by others. In accordance with these beliefs, New Heights Charter School promotes parent involvement activities in its educational programs. STRENGTHS: New Heights Charter School engages all parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. The school does the following: • Teachers provide outreach to parents in the form of positive communications about their child's progress • Teachers assist all parents in understanding academic content standards, assessments, and how to monitor and improve the achievement of their children • The school facilitates twice yearly Parent – Teacher conferences • The administration team provides materials and training to help parents work with their children to improve their children’s achievement. • The administration team conducts parent surveys each year to determine educational interests/needs of parents. As a result, workshops/classes are organized to develop parents’ capacity to support student learning. • Teachers and resource teachers facilitate Student Academic Success/ Intervention meetings with parents • Family Nights provide opportunities for parents to learn about the school’s approaches to learning in order to better support their children. • Family-Staff Teas provide updates on school activities and reminders of ways to learn more about the school’s approaches to teaching and learning. • The staff and faculty are educated in the value of parent contributions and how to work with parents as equal partners • Teachers discuss parent involvement strategies at bi-monthly faculty meetings, to share best practices. FUTURE GOAL: New Heights will continue to work with parents to build understanding of the importance of attendance, especially during the ongoing pandemic."|4|5|4|5|4|4|4|4|4|4|4|4|2021-09-29||2021 19647330111484|New Village Girls Academy|3|The school’s structure includes a dedicated teacher advisor for all students, who create deep and supportive relationships. This structure allows teachers to get to know each student, their family structure, their aspirations, interests, and challenges. The Resource Specialist provides students and their families with linkages to community resources that are available to help address needs. Progress The parent survey provides actionable data with results showing that close to 50% of parents feel either quite confident or somewhat confident in their ability to support their child’s learning at home. Through parent engagement efforts mentioned above, the goal is to increase resources for parents. Challenge The school provides resources and support to families, yet many families are not accessing and participating in school activities. Efforts focused on professional development for staff, increasing staff capacity to focus on parent involvement, and setting parent engagement priorities will help address the challenge. Focus Area The robust professional development program centered on developing cultural competencies will support the goal to increase the school’s capacity to partner with families. The additional staff capacity dedicated to parent involvement and engagement will support the goal to better partner with families in meaningful and impactful ways. The school will also increase the efforts of our advisors to reach out to families in a consistent manner, to better engage parents.|Building partnerships with families is critical to improving student outcomes as outlined in our school’s LCAP Goal #3. New Village Girls Academy understands the critical nature of ensuring that our teachers participate in professional development (PD) opportunities that are both relevant in content and adequately in-depth. A variety of scheduling strategies are employed to allow our teachers to examine successful teaching methods and discuss how to fine-tune and enhance them to meet the needs of students. At least three times a year, baseline, benchmark, and summative data, respectively, are examined and used as a needs assessment in terms of managing professional development time. Once this data has been gathered, it is then communicated to educational rights holders during parent/teacher conferences, Back to School Night, Open House and during any meetings with advisors. The meetings are used to share announcements, analyze data (surveys, assessments), review student goals and instructional benchmarks, pace curriculum, and refine differentiated instructional strategies. Topics may include writing across the curriculum, differentiated instruction for English Language Learners (ELLs), accommodations for students with special needs, Positive Behavior Interventions and Supports (PBIS), as well as trauma-informed approaches. Some of the challenges we face with communicating student outcomes come from a lack of full stakeholder engagement. As mentioned earlier, the students at NVGA typically enroll after having faced a variety of setbacks at traditional high schools. Many come from single-parent households where parents cannot attend meetings due to complicated work schedules, lack of childcare, etc. To help with this issue, NVGA has made itself available for phone conferences and additional conferences during after-school hours. As such a focus area for improvement is to continue to provide professional learning and support to teachers and the principal to improve the school’s capacity to partner with families in a variety of ways.|The school has built a welcoming environment for all stakeholders. All services are bilingual, the majority of staff are bilingual, and all written communication is bilingual. The translation is easily accessible and always available. The majority of staff share cultural narratives with the population we serve, creating a strong sense of community. Events like open houses, National Honor Society induction, Thanksgiving celebration, and turkey giveaways, meetings for parent groups (new student parents and graduating parents), and office hours for all staff create opportunities for parents and families to join us on campus informal and social gatherings. Progress A Cultural Competencies Committee has been established to address and create school-wide plans to better serve students/parent/community population. Challenge Parental engagement is a challenge due to multiple factors, including parents working multiple jobs with limited time and single-parent households with multiple children. In addition, due to the nature of our school and student population, parents express being discouraged from participating in school meetings, events, and communication due to challenges and negative experiences faced in previous schools settings. Focus Areas A focus area for improvement is building trusting and respectful relationships with families through cultural competency building and flexible planning/scheduling. Currently, events, meetings, and office hours are not well attended. There are two strategies the school will put in place: - Ensure that the school is flexible in scheduling, offers multiple opportunities to participate, and accounts for working parents and their schedule (include additional time slots, morning and evening). - Create a part-time office assistant position that will be responsible for community outreach, parent and family surveying, and creating a parent engagement group., informed by the parents’ feedback on the parent survey. - Build a robust professional development program centered on developing cultural competencies and building community relationships.|3|4|3|3|3|4|4|4|2|2|2|2|2021-06-28||2021 19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 89% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Patti & Peter Neuwirth Leadership Academy, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 96% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Patti & Peter Neuwirth Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 95% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 81% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330111500|Alliance Dr. Olga Mohan High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 99% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Dr. Olga Mohan High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 98% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Dr. Olga Mohan High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 98% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 92% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|5|2022-03-16||2021 19647330111518|Alliance Jack H. Skirball Middle|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 100% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Jack H. Skirball Middle School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 97% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Jack H. Skirball Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 93% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330111575|Animo Ralph Bunche Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330111583|Animo Jackie Robinson High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330111625|Animo Watts College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.)|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 96% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Ouchi-O'Donovan 6-12 Complex, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 98% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Ouchi-O'Donovan 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 96% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 81% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330111658|Alliance Marc & Eva Stern Math and Science|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 97% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Marc and Eva Stern Math and Science School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 98% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Marc and Eva Stern Math and Science School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 73% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330112201|PUC Excel Charter Academy|3|PUC Excel recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also provides regional opportunities where families are informed about their schools, charter management organization, district, county, state, and federal level decision making process through its Parent College classes. The PUC organization also informs, educates and utilizes our organization wide Uniform Compliant Policy to inform families of their rights and provide them with support to resolve issues or concerns. The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making. Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems. Surveys are sent home and readily available throughout the year at school events to determine how each family would like to engage, parent leaders, grade level teams and staff use this information to revise recruitment and parent engagement plans.|PUC Excel believes that a child’s family is their first and most important teacher. In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important. Preparing families for high school and college success becomes a data driven priority in Middle School. Families are encouraged on developing an intimate relationship between student achievement and student data. Families have multiple opportunities to engage meet with their child’s teacher around data and growth goals. For example, families participate in student and teacher led conferences, math and literacy data nights, family success team meetings, grade level teacher meetings and Parent College classes. Teachers are always available to provide support with any questions regarding their young adolescent’s academic progress through the school’s Online communication system, emails, and in person. Annually each family engages with their child's teacher during a personalized conference, and these types of meetings continue to occur based on their child's or family’s needs. Families are given year-round access to their students’ progress report card, including a detailed look into all graded assignments and assessments. Monthly progress reports are sent home with two end of semester report cards. The school's area of improvement is to work toward a 100% parent participation in Teacher Student Led Conferences, Math and Literacy Data Nights, and have families use our online grade book tool to celebrate, support and empower their students’ academic achievement. We want all families to work in partnership and in order to achieve this goal teachers and parent leaders are consistently developing new ways to track and reach out to those families who are not active partners and provide them alternative ways for participation.|Families are essential partners in their young adolescent’s education program at PUC Excel. Family members are provided year-round opportunities to participate and build a relationship with the school to meet social emotional and academic demands young adolescent’s experience during the middle school years. For example, incoming students have family success meetings, parent workshops occur weekly at Excel’s Parent Center, monthly coffee with the principal meetings, access to parent committees, annual family and student led conferences, and opportunities to plan and participate in annual school events. The school sends bilingual communication schoolwide on a weekly basis, and each teacher communicates weekly/daily with families through the school’s online communication platform. Annual surveys are sent to each family schoolwide and grade level teams provide opportunities for families to share more about themselves and any possible needs. We are working to improve reaching families who do not respond or utilize the schools’ communication systems. Our goal is to ensure a 100% of our families have knowledge of important events and their child's academic progress.|5|5|5|5|5|5|5|5|5|5|4|4|2021-06-11||2021 19647330112508|Bright Star Secondary Charter Academy|3|Every year Bright Star Secondary Charter Academy administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 92% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principals. One area where we’re continuing to work on is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Bright Star Secondary Charter Academy provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We maintained steady participation in our Teacher- Parent Conferences to 46%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we have been working to increase participation is attendance at our Educational seminars which last year had it’s lowest participation and inconsistent attendance tracking. Nevertheless, our families feel supported as evidenced by survey respondents saying that 68% of families feel “confident in their ability to support their child’s learning at home” and 78% feel “confident in their ability to motivate their child to try hard in school.” With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Bright Star Secondary Charter Academy community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 92% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 73% of respondents believe the administrators do well in creating “a school environment that helps children learn” and more than 84% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Climate and School Safety. One of the school’s biggest strengths is the welcoming environment we’ve built with families even through Distance Learning. Last year we had 65% of families attend at least one online school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 70% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-21||2021 19647330114884|Aspire Junior Collegiate Academy|3|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan as well as family workshops that will improve the engagement of underrepresented families.|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan as well as family workshops.|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan.|4|4|3|3|3|3|3|3|3|4|3|4|2021-06-17||2021 19647330114967|Global Education Academy|3|At Global Education Academy, we have our School Site Council (SSC) that is comprised of parents, teachers, staff, and administrators. The SSC's role is to work with all stakeholders to advise and make decisions based on the school's budget and needs. The SSC meets on a monthly basis where various topics such as instruction, events, test scores, and budget are discussed. In the past, the trend for parent participation has been low. This can be attributed to the fact that our parents do not want the responsibility of making such big decisions for the school as well as the parents feeling like they do not really have a say or do not want a say because they are not experts in such topics. However, the administration has been encouraging parents to get involved with the SSC because the more they learn about such topics, the more informed they are about our school, and this way, they can help make informed-decisions when necessary. An area of improvement is involving all stake holders to implement and evaluate family engagement activities at our school. We have various events that families can participate in, but we do not necessarily involve the parents to plan what kind of engagement activities they would like to see at our school nor evaluate how the activities were implemented. Parents have given input about what activities they would like to see implemented at our school in the Coffee with the Principal meetings but a specific avenue for them to plan, design, implement, and evaluate has not been provided.|At Global Education Academy, we understand that the home-school connection is vital to our students' success. We have put systems in place that ensures teachers, staff, and administrators can communicate with parents. All of the teachers are using an app called Class Dojo where they can connect with parents and message them directly, share students' work, display announcements for the whole class, etc. The principal sends home a weekly newsletter that contains information about the school's events as well as issues or celebrations the school wants to address. The principal also holds several parent meetings throughout each month such as Coffee with the Principal, Booster Club Meeting, School Site Council Meetings, and Parent Workshops. If parents would like to meet with the principal individually, they schedule a meeting or just drop-in based on the availability of the principal. The front office staff is also the main point of contact for the parents if they have any issues or concerns. The office staff is knowledgeable in who to direct the parents to or relaying information to the appropriate staff member. Parents also receive text messages for reminders and announcements from the school so that they are aware of the various activities that are happening at the school. All forms of communication go out in English and Spanish so that all of the information is accessible to our parents. Our community speaks English and Spanish, so most of our staff are bilingual in English and Spanish, all communication goes out to our families in English and Spanish, and for our staff who do not speak Spanish, a translator is assigned to them so that there is no communication barrier between our parents and staff. An area of improvement would be for staff to learn about each family's strengths, cultures, and goals for their children. This would mean that the staff needs to proactively engage in communicating with the students' families and really getting to know them on a more personal level.|Global Education Academy works with parents so they can better support their parents at home. Teachers reach out to parents about their child's progress as deemed necessary throughout the school year. In addition, teachers are able to communicate with parents about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. GEA also holds parent workshops once a month to support parents in areas they have identified as being a need. Topics such as mental health, lice removal, supporting students with special needs at home, technology training, and how to help students prepare for the CAASPP test are some examples that we have addressed. We are also strong in informing parents of students with special needs of their rights by explaining it to them at the individualized education plan (IEP) meetings, handing them written information of meetings, their rights, etc. as well as holding parent workshops explaining various topics in special education. An area of improvement is providing families with information and resources to support student learning and development at home. Parents are always asking how they can help their child at home, and teachers are able to provide parents with various resources. However, as a school, we can improve in providing parents with the information and resources to better support their children at home.|5|5|4|5|4|4|5|4|4|4|4|3|2021-10-26||2021 19647330115048|Fenton Primary Center|3|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school. The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory councils and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources. The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance. The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Councils, and Fenton Charter Public Schools Board Meetings. The progress of students is tracked using the Illuminate database system. The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide to determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources. The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success. Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|3|Opportunities are provided for families to be heard and have input, the school could do a better job of advertising and incentivizing parents to take advantage of these opportunities. The process of receiving input from all stakeholders in decision-making at the school has begun. Parent involvement is increasing but more families need to become involved, engagement is a responsibility. Current LEA strength is the implementation School Site Council. Focus Area of improvement: distance learning factors to improve communication.|The school communicates effectively to parents about their rights and about student progress in classes. Most of the teachers communicate well with families regarding student performance or behaviors. Administrators also have training for teachers and families to help them understand PowerSchool which parents review updates on student grades. During distance learning, the school has been accommodating with all the issues when it comes to providing chromebooks, printout packets, hot spots for the students. Providing good support is evident throughout in-person and distance learning. Current strengths are weekly parent meetings online. Focus Area for improvement: more feedback from parents, The school could hold more professional development for staff to find ways to partner with families. There could be more professional learning activities in regards to communicating with family members.|"Translation/interpretation services are made available to families who speak other languages eg., Spanish, Armenian, Farsi, Russian, and Hebrew. Families with different backgrounds are treated with respect. There is a concerted effort to help all families. The needs of all students are considered, whether they are regular students or those with accommodations. Ivy Bound has several different methods of communication with families; phone conversations, Zoom meetings and community update meetings that happen through the year. There is a concerted effort to help all families. The school participates twice a year in a cultural feast in recognition of the school’s diversity. Current strengths are the weekly parent online meetings and having events where possible in keeping with COVID restrictions. Focus Areas of improvement: a monthly electronic newsletter of upcoming events and more surveys for student/parent feedback. Improvement could be made in areas of highlighting specific cultural academic/social contributions from all members of the school faculty & student body. Also, teachers could be encouraged to interact with each child's parents to learn more about their culture, language, strengths and goals for their children."|5|5|4|4|4|5|4|4|4|4|4|4|2021-06-17||2021 19647330115139|Center for Advanced Learning|3|Stakeholder input and feedback are an integral part of our school culture at Center for Advanced Learning. We value our stakeholders’ input, as it is a major component of our decision making. CAL believes that with the involvement of all stakeholders working together toward shared goals, we can ensure that students make progress each year and promote from elementary to middle school then graduate from high school prepared to succeed in college, career, and life. Center for Advanced Learning's Leadership team maintains ongoing communication with all stakeholders (parents, teachers, staff and community) throughout the school year and creates opportunities for stakeholders to provide feedback in many ways. In order to maximize parent engagement, CAL conducts all communications in English and Spanish via texts and phone messages, school event flyers, CAL Explorer weekly newsletters, ClassDojo, and the CAL website. Feedback from parents, students, staff and community was solicited throughout the year through various parent and staff surveys, classroom observations, weekly staff meetings, monthly parent advisory meetings (School Site Council and English Learner Advisory Committee), CAL Community Forum, and CAL Board meetings. In addition the draft of the goals and actions for the LCAP were posted on the CAL website for public comment and viewing. An area for improvement would be building capacity of school-based administration by providing additional support from Executive Leadership and additional professional learning opportunities.|Families are key members of the CAL learning community. We believe that educational success for our students cannot be complete without an effective partnership with our parents. They are vital to our student's success and well-being. We strive to include all parents as active participants in the daily life of the school and as the most important supporters of their children’s education at home. We believe that families and schools can accomplish much more together than they ever could alone.|Center For Advanced Learning has developed positive relationships with our families, where parents serve as partners to support their child's progress. We have created structures and systems that promote parent engagement and involvement, and our staff regularly engage in professional learning to help build capacity in developing positive relationships with families. We have fully implemented processes to encourage and improve family engagement and are proud to say that we have sustained our high engagement over the years. CAL was not able to continue some parent meetings last year particularly our monthly Coffee With Principal which enables opportunities for two-way communication between parents and the school. CAL will ensure that we resume our monthly Coffee With The Principal meetings to engage parents in the 2021-22.|5|5|5|4|4|5|5|5|3|5|5|3|2021-07-03||2021 19647330115287|ICEF Vista Middle Academy|3|ICEF Vista Middle Academy has implemented numerous methods to seek input in decision-making for families and staff through our school’s ELAC/DELAC and Parent Advisory Committee, including the development of our school’s LCAP, and the use of Title Funds. Families also participate in advisory committees where we discuss schoolwide/student data and schoolwide action plans. At least twice per year, our school administers staff and family surveys to gather input and feedback on various elements of our school’s program including family engagement and participation in decision-making. Data collected from parent meetings, workshops, and surveys are used to improve our communication with families and methods by which we seek input with decision-making. Areas for growth include the need to increase parent engagement among underrepresented groups which we plan to address this school year through the implementation of Tier II and III strategies. We will continue to gather input and implement effective strategies to partner with parents with their child’s education to improve student outcomes and parent satisfaction with our program.|ICEF Vista Middle Academy has effectively developed partnerships with community-based organizations that support our school’s mission, vision, and the needs of our students and families. These partnerships have provided parenting workshops, counseling referral services, and workshops for our teachers to improve parent engagement. IVMA was also the recipient of a grant that supported our distance learning program which funded resources to provide our students with learning environments at home. Our staff communicates and partners with families on a regular basis including parent-teacher conferences, and SSPT meetings, to support the learning needs of our students. Areas for growth include the need to provide families with workshops on how to advocate for their child including exercising their legal rights which we anticipate our partnership with “Families in Schools” will accomplish this school year.|ICEF Vista Middle Academy's (IVMA) strengths include building positive relationships with families and stakeholders and hosts numerous events to support families and engage them in our school community. Monthly parent events take place schoolwide to provide parents with vital information, including insight into what their child is learning. IVMA has implemented effective 2-way communication between school and families using Class Dojo, email, and ParentSquare application, resulting in approximately 80% participation rate among parents. In addition, our school hosts Family Nights open house and other schoolwide events to engage parents as partners in their child’s education. An area for growth is to shift our focus to Tier II and III engagement strategies with families. For the 2021-22 school year, our school has partnered with “Families in Schools” to develop strategies to engage and involve the remaining 20% of disengaged parents. We anticipate this partnership will provide our families with the necessary tools and resources to become advocates for their children, know and understand their rights within the public school system. In addition, we will continue to support our teachers with strengthening their relationships with families.|3|3|2|3|3|3|3|3|3|2|2|2|2021-06-17||2021 19647330116509|Alliance Morgan McKinzie High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 100% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Morgan McKinzie High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 100% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Morgan McKinzie High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 100% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 80% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Piera Barbaglia Shaheen Health Services Academy, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 92% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Piera Barbaglia Shaheen Health Services Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 100% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 95% of parents across our network responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 99% of parents across our network responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Based on a survey given across our charter network, 99% responded that they ""agree"" or ""strongly agree"" with the statement ""This school prioritizes the health and safety of my child."" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 90% of parents responded that they ""agree"" or ""strongly agree"" with the statement ""My child is well known by staff at this school."" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330117614|New Los Angeles Charter|3|New LA has a strong commitment to hearing from all stakeholders and engaging all voices when making decisions. This has been a difficult year to engage with people for a variety of reasons. However, we have persevered by sending clear, consistent communication to parents and staff with weekly emails, memos and updates throughout distance learning and during our transition to reopening schools. A specific focus for next year will be to engage parents and families in more meaningful ways, whether in person or virtually. A particular barrier has been providing access to speakers of other languages. As our school grows and becomes more diverse, we need to ensure we are providing translation support for languages beyond Spanish and the support training for staff to be inclusive of home languages in their communications as well. By validating home languages as norm, we will create a more inclusive and welcoming school culture. We will focus on getting to know individual families and what barriers have previously stopped them from engaging with schools, our or others, and how we can ensure we are creating invitations to partner that parents can actually accept.|In addition to building relationships, New LA teachers and staff go above and beyond to support student achievement and success in middle school and long after. We are constantly communicating with parents and students via phone, email, text message, Remind and social media. We have provided parents with a community space for parents to gather and learn in the form of our monthly Coffee with the Principals. This has been a chance for parents to find community, share ideas and take a mindful moment during a year that really pushed parents to capacity. Parents were also provided frequent workshops held by our school counselors, Share and Care partners and our director of special education. The topics ranged from setting healthy boundaries, meditation, supporting students with technology, grief support groups, art nights and more. Additionally Advisors, students and parents meet each trimester for a Student Led Conference in which the student presents the past trimester’s work and addresses areas of strengths and areas of growth, setting goals for the next trimester ahead. This gives Advisors an opportunity to share academic or behavior concerns as well as hear from the parent about concerns seen at home. Our Resource department is well versed in supporting families with legal rights and advocates for parents to be an engaged player in their student’s IEP team. An area of improvement We’d like to focus on is supporting the administrative team in building staff capacity for parent partnerships and discussing student outcomes. With the implementation of i-Ready, our new assessment platform, parents and students will have more direct engagement with their academic progress. Another goal is to create frequent checks for students and parents on PowerSchool by providing parent access at the start of the school year.|One of New LA’s strengths is our ability to build strong relationships with students and families. The foundation of our work and professional development is building community, begging the question in all that we do, how does this make students feel? This is due, in part to the types of teachers and staff we have hired, but also the commitment from the administrators to put student social emotional well-being first. Our Advisory program creates a welcoming space for all students and asks them to reflect on themes of identity, diversity and belonging. Students bring their full selves to community circles, portfolio work and student led conferences. Based on student surveys, students feel safe on campus (virtually and in person) and the majority can identify a trusted adult at New LA. Teachers work hard to get to know students in a variety of ways in order to best serve their unique needs. We start the year with a family survey for all parents to learn more about each unique family dynamic and how they might contribute to the New LA community. Based on parent feedback and reflecting on the challenges and successes of this school year, we can determine that we are in the initial stages of implementing a well-rounded plan to engage more families in an equitable way. Staff was provided key feedback from family surveys throughout the year that showed strong parent appreciation for our communication and availability for student and family support throughout the school year. Through professional development, administrators modeled what developing trusting and respectful relationships with families can look like, through outreach, use of technology for communication and providing opportunities for families and staff to get to know each other. A greater effort will be made to NEW LOS ANGELES CHARTER SCHOOL: FALL 2021 LOCAL INDICATORS REPORT 7 engage our African American and Asian American families by providing more opportunities for parents to engage in trust building work with other families, whether that’s workshops, parent coffees or through a parent training program like FACTOR. We will continue to use the Remind app to communicate in a variety of languages with parents and families. We hope to get 100% of parents signed up for our full school Remind in order to reach more families with important communication. We are looking into other options for our weekly newsletter as many families still find email and access to technology to be a barrier in accessing important organization info.|4|3|4|3|4|4|4|4|3|3|3|3|2021-06-14||2021 19647330117622|Magnolia Science Academy 4|3|MSA-4 provides numerous opportunities for all stakeholders to be a part of the decision-making process. Parents have active decision-making roles in the School Site Committee (SSC), in the English Learners Advisory Committee (ELAC), and in the PAC/Parent Task Force (PTF) meetings. In addition, we utilize the annual CORE Districts survey. All of our stakeholders are able to provide feedback on our educational practices by completing the survey in the spring. We analyze the survey results and share them and findings with our stakeholders during the meeting for further discussion to determine strategies for improvement.|MSA-4 offers Parent College to our families. This program is designed to support our families as they learn about pathways to college and career readiness. This program also addresses advocacy and informs them of their rights. MSA-4’s Admin works to engage our school community in advocacy and learning more about our rights. There is also access to information and resources by way of monthly SSC and PAC/PTF meetings. MSA 4’s communication system Parent Square keeps parents and staff in constant communications through multiple mediums such as texts, private messages, and voicemail. A focus area of improvement is to get more participation from parents. We will organize more parent activities according to the feedback that our parents provided during the 2020-2021 school year.|MSA-4 uses an annual survey to measure how we are meeting the needs of our families in this area. We also conduct home visits to reach out to our parents to receive real-time feedback from them. We have increased our home visit rate during the 2020-21 school year. Home visits have provided us with greater insight as to how to support our students and what might be shaping their perspectives around learning. MSA-4 has a Parent College program coordinator. Our Parent College program coordinator has served as an informational resource to parents concerning school programs, services, attendance issues, and other matters. With the implementation of the Parent College program, we provided information concerning related activities as well as encouraging parent participation in various school and community programs and services. The Parent College coordinator has organized Parent College to expose our families to experiences and information that is usually not easily accessible to underserved families. Furthermore, we have improved our communication lines for our parents and families to keep in touch with our school. We effectively utilized ParentSquare and Remind application to inform our parents about our education programs. Lastly, we have regularly held parent involvement activities such as Coffee with the Admin, Parent Advisory Committee (PAC)/Parent Task Force Meetings (PTF), ELAC meetings, School Site Council meetings, Open Houses, Back to School Night, Parent/Teacher Conferences, and virtual parent information meetings to keep the parents informed about our school programs and receive feedback from them.|5|5|5|5|3|5|5|4|4|5|5|5|2021-06-24||2021 19647330117648|Magnolia Science Academy 6|3|MSA-6 encourages all families to be a part of the decision making process. Some of the meetings that we have are the SSC meetings, ELAC meetings, PTF meetings, and Coffee with the Principal meetings. Throughout the year, we have at least four of these meetings in order to help create a bond between our families and the school. During these meetings, an agenda is created to hear the opinions of our stakeholders. Beyond the meetings and since we have an open-door policy, we have parents coming to our school to speak and share their concerns, or praise, about our school. For each meeting, we have a bilingual staff member to provide translation. Lastly, we have a stakeholder survey that we provide twice a year. This is an extensive survey that gives students, parents, and staff members a voice on how the school is doing. The survey looks at many aspects of the school such as, sense of belonging, academics, safety, etc. After the survey has been completed, an analysis of the answers are given to the school administration in order to help improve on things we need to improve on and to recognize and identify some of the successes that we have had as a school. We share the survey results with all stakeholders during staff and parent meetings.|MSA-6 feels that building partnerships for student outcomes is an important aspect of achieving higher results. Our teachers are given opportunities to grow professionally with our tuition reimbursement policy. The teachers are encouraged to take advantage of the tuition reimbursement policy in order to help with their own development but also to help with student outcomes as well. Some of the professional development opportunities that our teachers have taken are the: The LACOE induction program (beginning teacher program), CUE conference (for technology), CAHPERD (California Association for Health, Physical Education, Recreation and Dance) conference, administrative degrees, and master degrees in education. As a result from these professional development growth opportunities, teachers become more adept in their content knowledge and teaching pedagogy. This then helps students in class, during after-school tutoring clubs, and even during Saturday school. Teachers also have the opportunity to build relationships with parents and their child(ren) by enrolling in a course, “Parent College,” and going through a curriculum that helps parents become more familiar with the education sector. The topics that are included in this program are; Common Core State standards, high school readiness, college applications, grants, enrollment, statistics, testing, extra-curricular activities...etc. At the end of the curriculum, the parents who attend every session graduate from the Parent College course, where we have a ceremony just like how we do for our culminating 8th graders. Lastly, per our charter petition, we do “Home Visits” throughout the school year. Every year we try to hit our target of meeting the home visit goal. The goal is visiting min. 25% of our school’s population, which is usually around 40 families. This is where we are able to go over to families’ homes, chat with them, and bond with them to help increase the sense of belonging at our school.|Here at Magnolia Science Academy-6, we do our best to build positive relationships with staff members, the families, the students, and any other support members within our community. We have been sending staff member(s) to trainings to help increase positive relationships, particularly the PBIS training that has been offered by Los Angeles County of Education. This was the first year that we attended this training and are planning to continue to implement and develop our PBIS system. Furthermore, we have opened up as many communication lines as possible for our parents and families to contact our school. Beyond our typical email and phone system we have also implemented other technological apps that build bridges between the school and its families. Some of the apps that we use are: Parent square, Class Dojo, Twitter, Facebook and Illuminate (our SIS system). Also, our school website is always up to date to keep all stakeholders posted. For face to face meetings, we have an open door policy where parents are able to join our School Site Council Meetings (SSC), English Language Advisory Committee (ELAC), our Parent Advisory Committee (PAC)/Parent Task Force (PTF) meetings, Title I meetings, and our Coffee with the Principal meetings. All of these face to face meetings occur multiple times (min 4 times for each meeting) throughout the year at various days of the week and at various times of the day in order to help maximize participation from all parent/culture groups. We always have one bilingual staff member who provides translation in these meetings. As an added way of building relationships with families, we have fun activities like Back to School BBQ, back to school night, and the Multicultural Food Festival to help bridge the gap between families and the school and orientation meetings in order to meet and greet parents and students before the year begins.|4|4|4|4|4|4|4|4|3|3|3|3|2021-06-24||2021 19647330117655|Magnolia Science Academy 7|3|MSA-7 provides many opportunities for all stakeholders to be a part of the decision making process. Parents have active decision making roles in the School Site Committee (SSC), in the English Learners Advisory Committee (ELAC) and in the PAC/Parent Task Force (PTF) meetings. During these meetings, current and future programs are discussed with all stakeholders, school-wide plans are reviewed, and we receive input on what stakeholders would like to see for the school. We value our stakeholders and are using their feedback to strengthen our programs in the upcoming school year. In addition to the annual Panorama Stakeholder Surveys, we ask LCAP planning needs assessment surveys to the parents, staff members and to the students. Parents have active decision making roles in the School Site Committee (SSC), in the English Learners Advisory Committee (ELAC) and in the PAC/Parent Task Force (PTF) meetings. To increase the efficiency and engagement of being part of these committees we implemented training sessions during the first of these committee meetings this school year. We do still struggle with attendance at many of these meetings and have tried several different day and time options to try and find which works best for our families.|To better support our parents, in addition to the meetings shared above, we have Student Success Planning Team Meetings (SSPT), Academic Support Meetings, ELD Coordinator Meetings and IEP meetings with the students and their parents. During these meetings, the students’ individualized needs are discussed and improvement plans are prepared collaboratively. In addition to these supports, MSA-7 held multiple parent workshops during the 2020-21 school year. We were able to partner with community organizations in order to provide parents with training on parenting strategies, academic support, self-care and how to advocate for their students’ needs effectively. We have also prioritized funding for the upcoming school year for staff PD in the areas of Culturally Responsive Teaching and Implicit Bias.|MSA-7 has a bilingual School Culture Coordinator. This position allows for our school and families to build relationships within our community as she assists with parent meetings, school events, newsletters and the home visit program. We are looking to add a part-time Parent and Community Engagement (PACE) Coordinator for the upcoming school year to increase our effectiveness in this area even more. MSA-7 has SSC meetings (4 times per year), PAC/PTF meetings (8 times per year), ELAC meetings (4 times per year) and Coffee with the Admin (4 times per year). In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. We have social media accounts on Facebook and Twitter, a monthly bilingual school newsletter and multiple classroom mobile apps for our families. We also use Parent Square as a school-wide means of communication to our families which is set up in their preferred language. Our annual gatherings with parents such as Parent Orientation, Back to School Night, Fall/Spring Parent teacher conferences, Open House/STEAM Expo, Fall Festival, Literacy Night and PTF organized Family Social nights help increase the school to home communication. Although we were not able to conduct as many of these events this year as usual due to the school closures caused by COVID-19, we still held many of them virtually. We have also prioritized funding for the upcoming school year for staff PD in the areas of Culturally Responsive Teaching and Implicit Bias.|5|5|4|5|4|5|5|4|4|4|4|4|2021-06-24||2021 19647330117895|Synergy Kinetic Academy|3|Parent survey data indicated that most parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as continuing to provide opportunities for families, teachers, principals, and central office administrators work together to plan, design, implement and evaluate family engagement activities at school and organization levels.|Parent survey data indicated that most parents feel that the school encourages them to be an active partner in educating their children. However, Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to seek out and provide parent education workshops, such as Grupo Crecer implemented in the past two school years, to provide parents with training regarding educational rights and advocacy for their students and all students.|Parent survey data indicates the majority of parents feel welcome to participate at the school (91%) and are treated with respect by school staff (96%). In addition, most parents who responded to the survey indicated that the school communicates the importance of respecting different cultural beliefs and practices and promptly responds to phone calls, messages and emails. The school will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. As a focus area, the school plans to expand efforts to communicate with families about student achievement, specifically regarding student performance compared to grade-level expectations as measured by iReady Diagnostic Assessments in Reading and Math. Beyond just translation support, the school feels it would be beneficial to use language that creates a common understanding between the school and families to support student achievement. Additionally, Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed.|4|5|3|3|3|4|4|4|5|4|4|4|2021-06-19||2021 19647330117903|KIPP Raices Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330117937|ICEF Vista Elementary Academy|3|ICEF Vista Elementary Academy has implemented numerous methods to seek input in decision-making for families and staff through our school’s ELAC/DELAC and Parent Advisory Committee, including the development of our school’s LCAP, and the use of Title Funds. Families also participate in advisory committees where we discuss schoolwide/student data and schoolwide action plans. At least twice per year, our school administers staff and family surveys to gather input and feedback on various elements of our school’s program including family engagement and participation in decision-making. Data collected from parent meetings, workshops, and surveys are used to improve our communication with families and methods by which we seek input with decision-making. Areas for growth include the need to increase parent engagement among underrepresented groups which we plan to address this school year through the implementation of Tier II and III strategies. We will continue to gather input and implement effective strategies to partner with parents with their child’s education to improve student outcomes and parent satisfaction with our program.|ICEF Vista Elementary Academy has effectively developed partnerships with community-based organizations that support our school’s mission, vision, and the needs of our students and families. These partnerships have provided parenting workshops, counseling referral services, and workshops for our teachers to improve parent engagement. IVEA was also the recipient of a grant that supported our distance learning program which funded resources to provide our students with learning environments at home. Our staff communicates and partners with families on a regular basis including parent-teacher conferences, and SSPT meetings, to support the learning needs of our students. Areas for growth include the need to provide families with workshops on how to advocate for their child including exercising their legal rights which we anticipate our partnership with “Families in Schools” will accomplish this school year.|ICEF Vista Elementary Academy's (IVEA) strengths include building positive relationships with families and stakeholders and hosts numerous events to support families and engage them in our school community. Monthly parent events take place schoolwide to provide parents with vital information, including insight into what their child is learning. IVEA has implemented effective 2-way communication between school and families using Class Dojo, email, and ParentSquare application, resulting in approximately 80% participation rate among parents. In addition, our school hosts Family Nights open house and other schoolwide events to engage parents as partners in their child’s education. An area for growth is to shift our focus to tier II and III engagement strategies with families. For the 2021-22 school year, our school has partnered with “Families in Schools” to develop strategies to engage and involve the remaining 20% of disengaged parents. We anticipate this partnership will provide our families with the necessary tools and resources to become advocates for their children, know and understand their rights within the public school system. In addition, we will continue to support our teachers with strengthening their relationships with families.|3|3|2|3|3|3|3|3|3|2|2|2|2021-06-17||2021 19647330117978|Goethe International Charter|3|GICS provides many opportunities for families to participate in advisory groups and provide input for decision-making through the use of various school committees and parent engagement evenings. There are Board of Trustee committees such as the Governance Committee and the Finance Committee as well as school committees, which include the Parent Advisory Committee and the English Learner Advisory Committee. All of these committees include staff and parent members. Parent engagement nights and community universities are also held throughout the year to help keep families informed and provide avenues for input and feedback. The Goethe Parent Association and school administration hold monthly meetings to share updates and information with parents. An area to focus on for improvement would be providing more opportunities and avenues for families and staff to evaluate the family engagement activities at GICS. While staff and families work closely together to plan, design, and implement these activities, more focus could be paid to evaluating their effectiveness, especially as it pertains to including underrepresented groups in the school’s community.|GICS currently implements weekly professional development sessions for teachers, in which family partnership is one of the areas for support. These professional development sessions support family partnership areas such as class website development, Google Classroom & Parent Portal (an online portal for parents and teachers to stay informed about students’ progress), parent volunteer opportunities (field trips, in-class support, guest presentations, etc.), and conferences (both Student-led and Parent-Teacher). Teacher websites, Google Classroom, Parent Portal, and class newsletters all provide resources for families to support student learning and development in the home. Teachers post links to videos, instructional tools, and other resources to their websites as well as list activities and tips for at-home support in their class newsletters. GICS currently holds two conferences throughout the school year (one Parent-Teacher and one Student-Led) for families and teachers to discuss student progress and support. Teachers also communicate regularly with families through emails, phone calls, and in-person meetings as needed throughout the year. In addition, community universities are held throughout the year to help keep parents informed about various aspects of their student's education and development as well as to provide resources for families. The main office has all documents and information families would need to access in order to advocate for their student(s). The Assistant Principal, Principal, and Resource Specialist also work with families regularly to ensure their understanding of their student(s)’ legal rights. GICS encourages families to participate in school committees, such as the Parent Advisory Committee and the English Learner Advisory Committee, which review school policies, procedures, and resources as well as analyze schoolwide academic data throughout the year. Monthly Coffee Chats with the Administration help to keep families informed and provide additional opportunities for families to share feedback and input with the administration.|GICS’ educational model, where teachers and students work collaboratively, encourages relationship building in multiple areas due to the necessity of working together in a dual-immersion model. Staff meets weekly to collaboratively work on identifying areas of strength, areas of growth, and determine the next steps. At the beginning of each year, teachers get to know each other during a week-long professional development session. Additionally, GICS staff work closely with the Goethe Parent Association to include activities throughout the year for parents and staff to interact: Back to School night, student conferences, school events (International Flair, Lantern Festival, school dances, etc..). Weekly class meetings, part of the school’s Caring School Community curriculum, provide opportunities for teachers and students to get to know each other and share their experiences and cultures. Student conferences, progress reports, report cards, parent universities, communication folders, teacher websites, emails, school newsletters, and teacher meetings occur regularly throughout the year and enable consistent communication between parents and staff. One area of focus to improve upon would be the support for staff to learn about each family’s strengths, cultures, languages, and goals for their children. As an International Baccalaureate World School, GICS highly values the backgrounds and experiences of all of our students and families. Teachers would benefit from more structured support in ways to highlight these diverse perspectives even more during instruction (for example: building up classroom libraries and professional development on cultural competence).|4|5|4|5|4|4|5|4|5|4|4|4|2021-06-24||2021 19647330118588|Alain Leroy Locke College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330120014|Endeavor College Preparatory Charter|3|While we have made significant progress in seeking input for decision-making from families, there is still room to grow. We will continue to build out thoughtful spaces to collect genuine feedback from families to help drive future school-site actions and decisions. This will include continuing Cafecitos and working to build more involvement and membership in advisory councils such as our SSC and ELAC.|ECP's greatest strength was evidenced during the COVID-19 pandemic and its impact on instruction and partnerships with families. During this challenging period, ECP provided families with robust information and resources (ranging from COVID- related relief and information to educational resources for students). ECP remained committed to advancing learning at home while we remained physically apart from our students and families. One focus area for improvement is dedicating more time to supporting families in understanding and exercising their legal rights. We will conduct workshops in the Fall of 2021 to aid with this gap.|ECP's greatest strength is the school's active efforts and capacity to build trusting relationships with families and students. We lead with these actions at the start of each school year and engage with families via multiple modes of communication to ensure ongoing engagement throughout the year. Our focus area as an organization is to ground our practice in culturally responsive teaching and to support our staff to learn about each family’s strengths, cultures, languages, and goals for their children. We will be visiting these topics during our '21-22 Summer PD program with staff.|4|3|2|4|3|4|4|3|3|3|3|3|2021-06-16||2021 19647330120022|Valor Academy Middle|3|Every year Valor Academy Middle School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 97% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principals and Counselors. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Valor Academy Middle School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 96%. Our counselors work hard to provide families with information and resources to support student learning in the home. Two areas where we’d like to increase participation are attendance at our Educational seminars which last year was at 43% and family efficacy since only 67% responded feeling “confident in their ability to support their child’s learning in the home.” Nevertheless, our families feel supported as evidenced by survey respondents saying 84% feel “confident in their ability to motivate their child to try hard in school.” With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Valor Academy Middle School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey consistently reflects that 97% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 83% of respondents believe the administrators do well in creating “a school environment that helps children learn” and over 88% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families even in Distance Learning. Last year we had 97% of families attend at least one school event which included Coffee with the Principal, Student-Led Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 92% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-21||2021 19647330120030|Alliance College-Ready Middle Academy 4|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 93% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance College-Ready Middle Academy 4, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 93% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance College-Ready Middle Academy 4, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 96% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 67% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330120477|Aspire Titan Academy|3|Our events for school site council and ELAC are well-advertised on Parent square so parents know how to show up in order to provide feedback. I also have informal parent meetings and walk throughs so that parents feel comfortable giving feedback. Events are always translated in Spanish. An area of growth is to solicit feedback from families that do not often show up in person.|Our strengths are our transparency. All universal complaint forms are public and parents know their rights, particularly if they have a complaint. Also. in regards to special education, we are in compliance so that parents know their educational rights. An area of growth would be for families that do not often come to the school site. They may not know where to access some of the more formal documents if they have an issue.|Aspire Titan Academy's strength in engaging families is that we have many events where families are invited into the school. We have events on Mondays and Fridays where parents are invited in. We also have a 98% reach on Parent Square, our main communication tool to parents. They are notified of other events where they can visit their child's classroom. We also have parent conferences formally twice per year. A growth area will be to vary the times of meetings to accommodate all parent schedules.|4|4|4|4|4|4|4|4|5|5|4|4|2021-06-17||2021 19647330120527|Watts Learning Center Charter Middle|3|- WLCCMS offers training to build our parent's capacity to use their voice not only at home but as an advocate for their student's academic and socio-emotional wellness. - Our progress is reflected by how well we shifted throughout the year adding workshops and training based on the needs requested by families. Pivoting to accessing student academic progress was key in ensuring parents worked together with the teachers and the student for success. - Our areas of focus have been on ensuring our distance learning attendance remains strong. Our co-hosts support us by ensuring students are called as soon as a period is missed or late. Attendance hearings have been executed once excessive absences have taken place. We pride ourselves on excellent attendance. -Our area of improvement lands in providing additional training to committee members and stakeholders as to the function, purpose and process of committees and their input collection process.|- WLCCMS has a solid foundation where our communication is strong and consistent with our families. We provided regular opportunities for families to participate as parent leaders with parent voices. - Our progress is reflected by how well we shifted throughout the year adding workshops and training based on the needs requested by families. Pivoting to accessing student academic progress was key in ensuring parents worked together with the teachers and the student for success. - Our areas of focus have been on ensuring our distance learning attendance remains strong. Our co-hosts support ensuring students are called as soon as a period is missed or late. Attendance hearings have been executed once excessive absences have taken place. We pride ourselves on excellent attendance. - Our area of improvement lies in providing more in-depth advocacy skills for our families to support the student’s needs and establishing a knowledge base school-wide of policies in place to this effort to all stakeholders.|"WLCCMS has a solid foundation where our communication is strong and consistent with our families. We provided regular meetings and opportunities for engagement and input in an effort to include parent voice. This creates a strong welcoming culture with trust and respect. - Our progress is reflected by how well we adapted during the pandemic by ensuring we had connections via phone, parent square and online to ensure our connection remained strong. Our engagement opportunities transitioned to virtual experiences smoothly with Interpretation and recording access to ensure our families remained informed and connected to our school while distanced learning. - Our areas of focus are on building connections with our families and teachers. With our co-hosts checking in on our families regularly we re-inject the knowledge that our support is only a phone call away. - Our area of improvement stands in providing our teachers and staff additional training on building relationships in an ongoing format. WLCCMS provides regular cyclical meetings to share and solicit input from families and current and future opportunities: • Director’s Round Table meeting, • Parent Council • School Site Council & ELAC • Health & Wellness Committee All meetings are hosted with side-by-side translated agendas or presentation material and real-time Interpretation is provided. All meetings are recorded and shared with families to re-watch or view on accessible times with viewing confirmations. In addition to these regular meetings our Parent Square platform allows for families to Additionally WLCCMS facilitated Reopening Parent Surveys to ensure parents comfort level on re-opening. Accessibility via consistent communication via Parent Square during pandemic campus closures. Provided regular updates to ensure they were informed and knowledgeable as to how to contact school administration and staff. Our website and social media also provided families regular updates ensuring families felt a part of the school although distanced. In Pre-and post-pandemic closures, our campus has a clean and neat appearance with warm and welcoming staff."|3|5|3|4|3|4|3|3|3|3|3|3|2021-06-29||2021 19647330121079|Ararat Charter|3|The LCAP is shared with parents during Cappuccino with the Principal, English Learner Advisory Committee, and School Leadership Council meetings, including Town Hall meetings. The purpose of the meetings are to solicit critical feedback. Engagement of underrepresented families are encouraged through a relationship-based approach. Ararat Charter staff members play an integral role in developing and executing school priorities. The staff is regularly engaged in shaping the school’s operations and instructional goals through monthly staff meetings and monthly leadership team meetings in which decisions are made by consensus.|A School Experience Survey was added as a metric to gauge parent satisfaction regarding the school’s communication, organization, instruction, health and safety, and school culture. Continued parent trainings are conducted to ensure that parents are equipped to support their students at home.|The overall implementation of meaningfully engaging stakeholders is on target. LEA provides multiple opportunities for parent involvement in school through councils and committees and facilitates home-school communication through various means. LEA engages parents and students as valued stakeholders in decision making and continues to provide programs and resources that support students and families. A focus area is training parents on technology to be able to access Google Classroom, Class DoJo, and other online platforms to support with students outcomes. LEA has also trained parents and staff on JEDI (Justice, Equity, Diversity, and Inclusion); follow-up trainings are scheduled this year as well. Ongoing trainings for parents of English learners and parents of students with special needs occur throughout the year. The school is using tiered-reengagement strategies as students are moving in and out of the Independent Study program due to the health concerns brought about by COVID-19 and the Delta variant.|5|5|4|5|5|5|5|5|5|3|5|5|2021-05-27||2021 19647330121285|Alliance Cindy and Bill Simon Technology Academy High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 91% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Cindy and Bill Simon Technology Academy High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 96% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Cindy and Bill Simon Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 97% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 89% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330121293|Alliance Tennenbaum Family Technology High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 96% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Tennenbaum Family Technology High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 100% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Tennenbaum Family Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 83% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330121699|KIPP Empower Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330121707|KIPP Comienza Community Prep|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330121848|Crown Preparatory Academy|3|CPA provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided provided opportunities to provide input on policies and programs through participation in Parent Advisory Committee, School Site Council and English Learner Advisory Council.|At Crown Prep Academy we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. We have a Parent Center and a Parent Liaison that support creating a welcoming environment. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral challenges.|A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23||2021 19647330122481|Animo Jefferson Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330122499|Animo Westside Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.)|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330122556|Citizens of the World Charter School Hollywood|3|CWC - Hollywood in numbers has relatively high parent engagement. We build partnerships by offering multiple ways to interact with school staff. For families to speak to teachers, they have the options of office hours, parent-teacher conferences, weekly town halls in middle school, and weekly newsletters. Since the Covid-19 pandemic, teachers have also been able to communicate with parents more seamlessly through Google Classroom and Zoom. When parents want to engage with their school leaders, the school provides opportunities such as monthly Coffees with the Admin, monthly Principal’s Councils, weekly newsletters, parent education series, and 1:1 calls/meetings as needed. We have all the necessary structures in place to engage with our stakeholders. We also offer these opportunities in both morning and evening events, to accommodate different types of work schedules. However, the families who engage tend to be primarily English-speaking, white, and/or families who do not qualify for free and reduced-priced lunch. Hollywood is thinking in creative ways to bring more “brave spaces” for underrepresented families to engage. These spaces can specifically cater to underrepresented groups--whether via affinity spaces or language-supportive spaces - as an example, we have implemented this year Spanish-speaking coffee socials in the elementary. Additionally, we are exploring next year to continue the use of Zoom as it provides live translation opportunities. Lastly, as a school, we have a strong practice of implementing policies, procedures, and values that focus on building relationships, and also provide guidance regarding any possible conflict and its resolution process through our CWC core values, family handbook, and formal complaint procedures.|Building partnerships with our families is extremely important in order to sustain our school model. One area we show strength in is with providing families with resources to support their child(ren)’s learning. CWC-HW administration and CWC-LA consistently partner with our teachers and staff to provide workshops for families to support their child(ren)’s academic growth and social-emotional development beyond the classroom. One example is as follows. Looking at this past year, our regional Math Instructional Leadership Team, of which 3 CWC Hollywood teachers and leaders are members of, presented our new math curriculum to families and provided guidance on how to facilitate growth mindsets with their child(ren) when supporting their math work at home. Additionally, we partnered with the region to provide multiple grade band-focused workshops to families to support their child’s social-emotional health towards the end of the pandemic and beyond. Another strength of our school is the programs and structures we have in place to support teachers to meet with families and students to discuss student progress and ways to work together. Our Student Success Team structure is one way that we support students in need of intervention, academically and/or behaviorally. The team consists of all educators who work with that child, an administrator, and the parents/caregivers. A student is sometimes present in these discussions as well if it is appropriate. The team works together to implement intervention strategies at school and at home while progress monitoring and adjusting strategies as needed. The goal of this team is to provide intervention to support areas of need for the student. If after collecting data and many months of unsuccessful intervention, students can then be referred for higher-tiered intervention and/or academic-related testing. One area of focus going into next year is to provide more opportunities for underrepresented families to engage in workshops and communications with teachers. Our workshops and parent informational sessions are predominantly in English. Structures are being put in place like the EL Leadership Team in order to plan and facilitate workshops in other languages. Another way we are doing this is by creating a “Cafecito” which will mirror our “Coffee with the Admin.” During these bimonthly meetings, all information is reshared with families to help them connect with each other and engage with and offer feedback to the administration. Spanish and Korean are the two dominant languages within our community. We will be creating a structure around bi-monthly Spanish meetings for families next year, and then one for our Korean families the following year.|As a region, CWC has invested a lot of resources in developing new ways to engage our community during the pandemic. Even as we phase out of many of the restrictions, there are best practices we have adopted that have amplified the parent/school relationship and we intend to continue with these in the new year. The most obvious shift that has been incredibly successful has been the use of Zoom. By creating a simple way for families to engage without having to come on-site, Zoom has made it much easier for families to connect with school events. We also engaged in new tools for easy feedback such as Possip, where parents can give feedback via text. Possip strengthens schools and communities through the power of quick and actionable feedback. The text message format translates into every home language and is accessible without having an email address or app on your phone. For written communication home, we have adopted ParentSquare that allows communications to be automatically translated and also has an app component. Beyond these tools, we have regular parent engagements scheduled at various times to accommodate the different scheduling needs of parents. Examples of these are parent/teacher conferences, parent town halls, parent education series, high school informational meetings, and 1 on 1 high school counseling meetings for 8th-grade students. Improving our engagement with parents whose primary language isn’t English is a continuous focus. While we are improving our written communication translation practices, we must continue to create opportunities for non-English speaking families to engage in dialogue with the school. To continue strengthening these efforts, we are hiring an additional community associate to support families in being engaged and connected with school events. Additionally, we will be utilizing Zoom’s feature that allows for families to listen in to meetings while having it translated live.|4|4|4|3|3|4|4|5|4|4|3|4|2021-06-21||2021 19647330122606|PUC Lakeview Charter High|3|PUC Lakeview Charter High School has various groups that serve as an avenue for different stakeholders to provide input and provide feedback. Lakeview has a School Advisory Committee that is comprised of parents, teachers, students, and community members. This committee meets quarterly to review and give feedback on several school practices. Additionally, Lakeview has a strong parent group that meets monthly with administration in order review policies and plan various fundraising efforts. Lakeview also has a PBIS committee that focuses around both teachers and student culture. Teachers also have the opportunity to participate in a curriculum committee which focuses on instruction at Lakeview. Lakeview hopes to increase the engagement of various underrepresented families through various outreach efforts and through incentivizing the involvement as well.|PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth. Lakeview host mandatory parent conferences with all of its families in the fall in order to not only inform families of student progress, but to also have them be partners in the work. Additionally, families of students who are failing have an additional spring conference in order to support the student and ensure that the family also has input. Lakeview plans to improve underrepresented families by continuing to strengthen its outreach to those who are not able to make the meetings|PUC Lakeview Charter High School prides itself in building relationships between school staff and families. In order to accomplish this, the school develops a family scope and sequence in order to ensure that there is an ongoing plan to connect with families throughout the year. Aside from recurring monthly events, the school also host a monthly coffee with the Principal so that families are able to have direct communication with administration. While PUC Lakeview HS has a strong group of parents who are involved, the school would like to improve the involvement of the parents of students who are English Language Learners. We will improve participation of EL parents through targeted outreach efforts. This includes calling these parents directly and hosting an EL luncheon to discuss what it means and how to support your child at home.|5|5|5|5|4|5|5|4|4|4|4|4|2021-06-11||2021 19647330122614|Aspire Gateway Academy Charter|3|Our SSC members have been actively involved with parent volunteering, communicating with other parents, and involving with charter renewal process. We are still strategizing on improving attendance for parent visitors who wants to observe and participate as guests on SSC meetings.|Our teachers have been making a lot of positive phone calls during the first month of school in order to build strong relationships with all families. Our teachers have also been proactive in reaching out to families for special workshops, addressing attendance concerns, as well as discussing behavior improvement plans. This year, we are focusing on enhancing our parent workshops that are directly led by our teachers, specifically to help our parents with supporting their children with basic skills.|We have implemented special parent gatherings for students with disabilities as well as English learners. Our parents have bonded with each other and had opportunities to walk away with clear understandings along with tools and resources on supporting their children. One focus area for improvement will be to put all parent related events into one sheet with brief descriptions of each, so that all parents will be clear on the purpose of each event.|5|5|4|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647330122622|Aspire Firestone Academy Charter|3|We have created a Family Engagement Committee and have scheduled monthly Professional Development throughout the year including engagement with academics, social emotional learning, English Learners, and other topics relevant to our communities (e.g. Immigration, Trauma, etc.).|We have created a Family Engagement Committee and have scheduled monthly Professional Development throughout the year including engagement with academics, social emotional learning, English Learners, and other topics relevant to our communities (e.g. Immigration, Trauma, etc.). In the past, we have not had family engagement around academic support in the household, and that is an area of focus for this year. We are also reaching out specifically to families of ELs for meetings of 6-8 families at a time, and we have SPED family engagement events two times each year.|Before the school year began, we did home visits for all of our TK/K students and called the families of all other students. We also implemented Student Success Showcases this year, which invite all families into classrooms quarterly to celebrate student learning.|4|3|3|4|3|3|3|3|4|4|3|4|2021-06-17||2021 19647330122721|Aspire Pacific Academy|3|"""Area of Strength: Has a list of workshop and activities crafted for this school year but with limited input from the vast majority. Utilizes surveys for staff, parent, and student input Area of Focus: Create a calendar of events with the various parent groups and committees for a more well-rounded and inclusive offering for our school community. """|"""Area of Strength: Families are aware of and are given their handbook of Rights pertaining to Special Education. Parent workshops are given about various aspects of education that supports their understanding around what is happening in their child's school community. Area of Improvement: Identify underserved families and create a plan of participation so that their is a visible improvement by 10%"""|"""Area of Strength: APA has an open door to parents by way of the Parent Center. The center provides the space for parents to visit, collaborate, and learn together with other parents, staff, and their students. In the Parent Center, parents have organized circles, Breakfast with the Principal, Parent Trainings, Parent Award Recognition Ceremonies Grade Level Committee Meetings, and so much more. In this space, parents can share their feelings, suggestions, and ideas with APA Leaders, counselors, and teachers to build trusting relationships with each of them. Area of Focus: Inspiring staff to make learning about the strengths and needs of their students and families a priority and embedded in the way they start the routines for the school year. """|3|3|3|4|3|3|4|4|4|4|3|3|2021-06-17||2021 19647330122747|Magnolia Science Academy Bell|3|MSA Bell provides various opportunities for parent involvement and education. Involvement is facilitated through avenues such as PAC meetings, School Site Council (SSC) meetings, English Language Advisory Committee (ELAC) meetings, and family workshops/conferences with a focus on the whole child development. Furthermore, the administration and support staff are visible and approachable. This ensures safety is a priority and concerns are addressed in a timely manner. Although various opportunities are provided to engage in the learning community, the pandemic has made it a challenge for families to take on additional responsibilities/availability. Leadership is working to build student and family capacity to fully comprehend and utilize the resources that are available to enhance learning. Such resources include ParentSquare, Paper, Surveys, etc. An additional area of focus is to build technology partnerships with the community to provide families with resources such as technology education, low-cost internet, and computers to assist with the changing educational landscape.|The following are strengths as identified by each stakeholder group: 1. Students: Supportive staff with many resources available; Fair and Respectful treatment of everyone; School facilities 2. Families: Staff is supportive of family needs; Rigorous instruction; Communication through ParentSquare 3. Staff: Welcoming environment and supportive; Collaborative spirit among staff; Availability of resources to support learning Connection is a hallmark of MSA Bell, across all stakeholders the value and importance of connecting and building relationships are essential. MSA Bell team will continue to adapt to the needs of the community to ensure this continues, especially as students transition to a hybrid. MSA Bell has an array of resources that are available to enhance learning. Leadership will continue to create messaging and training for all stakeholders to fully utilize the resources available. The following are needs as identified by each stakeholder group: 1. Students: Remote learning and the pace of instruction; Amount of student work; Pre-pandemic issues related to middle school such as uniform, bullying, etc. 2. Families: Accessibility and availability of office hours and staff; Pre-pandemic issues such as traffic, outside environment 3. Staff: Additional workload due to Distance Learning; Lack of physical interaction with students that diminishes accountability; Need for culture building across all stakeholders There are a couple of pre-pandemic issues that resonate with middle school experience, although it has been more than a year since students and teachers have set foot on campus. Some of these issues include traffic and bullying (social media and COVID), these will need to be monitored closely, especially as the school returns to a hybrid format. The remote environment has increased the urgency to educate families with the tools and available resources to fully take advantage of the available opportunities.|The pandemic has created many positive opportunities to enhance learning, but it has also created barriers such as connectivity, academic program uncertainty, etc. MSA Bell's leadership and learning community are very resilient and ready to adapt to the challenges of tomorrow through an Agile Decision-making Approach. Upon review of the stakeholder survey, the ability to connect virtual versus full in-person instruction has been changed for all. MSA Bell will continue to provide counseling and training to support the SEL component through the usage of resources such as school personnel and Zones of Regulations. For the start of the 2021-22 school year, a more extensive plan will be developed to support the return of students to campus.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-24||2021 19647330122754|Valley Charter Elementary|3|Valley Charter Elementary has strong structures in place, such as Parent Faculty Council and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community and positively impact the student experience. An area of continued focus is to seek out voices and input from underrepresented groups in the community to ensure a diversity of families are represented on such committees and in school-wide decisions and activities.|Valley Charter Elementary has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences in grades 3-5. VCES is also exemplary in helping families to understand and exercise their legal rights as advocates for their children. While VCES has strong practices in place to help parents understand our unique curricula and provide support at home, specifically with reading and writing workshop and Singapore math, this is an area we would like to continue to focus on so that all our families understand the what and the why of our carefully selected curriculum and our program and are able to fully support their children at home as needed. We would also like to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision.|Valley Charter Elementary school's strength in this area includes building trusting relationships with families at every level of the organization (e.g. between families and the Executive Director, school leader, teachers, teaching assistants, office staff, etc.) and creating a welcoming environment for our families and students. As a community we also excel at knowing each child well and building appropriate and rigorous goals for each student. While we have a strong and sustained focus on ensuring that we create a welcoming environment for families and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for each family, these are two key areas, based on our family survey results, where we would like to elevate our practice. A key area of feedback that we received through our survey data was that families need more targeted information regarding volunteer opportunities and would like to understand all of the different ways that they can contribute, especially if they cannot donate money or donate time. This will be a key area of focus for us in our parent engagement strategy next year.|5|4|4|4|4|4|5|5|4|4|4|4|2021-09-23||2021 19647330122838|Valley Charter Middle|3|Valley Charter Middle has strong structures in place, such as Parent Faculty Council and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community and positively impact the student experience. An area of continued focus is to seek out voices and input from underrepresented groups in the community to ensure a diversity of families are represented on such committees and in school-wide decisions and activities.|Valley Charter Middle has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences. VCMS is also exemplary in helping families to understand and exercise their legal rights as advocates for their children. While VCMS has strong practices in place to help parents understand our unique curricula and provide support at home, this is an area we would like to continue to focus on so that all our families understand the what and the why of our constructivist, project-based approach and are able to fully support their children at home as needed. We would also like to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision.|Valley Charter Middle’s strength in this area includes building trusting relationships with families at every level of the organization (e.g.., between families and the Executive Director, school leader, teachers, teaching assistants, office staff, etc.) and creating a welcoming environment for our families and students. As a community we also excel at knowing each child well and building appropriate goals for each student. While we have a strong and sustained focus on ensuring that we create a welcoming environment for families and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for each family, these are two key areas, based on our family survey results, where we would like to elevate our practice. A key area of feedback that we received through our survey data was that families need more targeted information regarding volunteer opportunities and would like to understand all of the different ways that they can contribute, especially if they cannot donate money or donate time. This will be a key area of focus for us in our parent engagement strategy next year.|4|4|4|4|4|4|4|4|4|4|4|4|2021-09-23||2021 19647330123133|Alliance Susan and Eric Smidt Technology High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 95% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Susan and Eric Smidt Technology High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 100% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Susan and Eric Smidt Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 96% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 92% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330123141|Alliance Ted K. Tajima High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 96% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Ted K. Tajima High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 98% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Ted K. Tajima High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 82% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330123992|Animo Ellen Ochoa Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330124008|Animo James B. Taylor Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330124016|Animo Legacy Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330124198|Extera Public|3|Our school is in the initial implementation phase of seeking input from our families for decision making. We have heavily relied on physical flyers, letters, and in-person interactions to get parents involved in various advisory groups, meetings, needs assessments, and survey administrations, but a learning from the distance learning is that we need to develop and utilize our digital infrastructure to reach families in more diverse ways. In out parent survey administered in Spring of 2021, only 22% of parents reported being involved in advisory groups and meetings with the principal. We transitioned our SIS from IlluminateEd to Infinite Campus during the 2020-2021 school year and now we hope to use the tools available to build our school’s capacity to engage with families and especially target and improve communications with underrepresented families.|Based on our parent survey administered in Spring of 2021, 91% of parents reported that they believe administrators at the school create a school environment that helps children learn. Our school’s strength in the area of building partnerships for student outcomes is that we have policies in place where teachers are expected to meet with families and students up to five times a year to discuss and address improving outcomes for the students. In addition to regular scheduled conferences, we have an SSPT process in place to work with families to support their students in the home as we run parallel efforts during the school day. An area of improvement and what we are beginning to develop are professional learning opportunities to support our teachers and principals’ capacity to partner with families. We are striving to expand our teachers and principals’ skillset to have more meaningful data-driven conversations with families to increase their student’s outcomes. We will be hiring a Wellness Counselor to help build stronger partnerships between the school and families.|Based on the our parent survey administered in the Spring of 2021, 95% of parents reported that the school felt welcoming, 97% of parents reported that they had no problems in communicating with their teacher or school, and 94% of parents that they feel like they belong to the school community. Although an overwhelming majority of parents report having good relationships with their teachers and school, an area of improvement is to build all of our staff’s capacity to build trusting and respectful relationships with our families. 12% of parents did say they were worried that adults at the school would treat their child differently if they raised a concern. We hope to improve this by bridging the gap between teachers and families with a Parent Coordinator who can train teachers and parents and foster a stronger sense of trust and community.|4|5|4|5|2|4|5|5|3|3|3|3|2021-10-15||2021 19647330124222|Rise Kohyang Middle|3|Every year Rise Kohyang Middle School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 97% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principals and Counselors. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Rise Kohyang Middle School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 100% of invited families. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 24%. Distance Learning also highlights that families feel supported as evidenced by survey respondents saying that 68% of families feel “confident in their ability to support their child’s learning at home” and 77% feel “confident in their ability to motivate their child to try hard in school.” With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Rise Kohyang Middle School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 94% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” This was in a year where students worked in Distance Learning and families saw firsthand our team’s hard work. Additionally, 80% of respondents believe the administrators do well in creating “a school environment that helps children learn” and 88% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored at or above the 90th percentile for School Safety and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families even in a Distance Learning setting. Last year we had 57% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 90% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours”, an increase of 4% from two years ago. We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|4|5|5|5|5|5|2021-06-21||2021 19647330124560|Synergy Quantum Academy|3|Parent survey data indicated that over 90% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as providing opportunities for families, teachers, principals, and central office administrators work together to plan, design, implement and evaluate family engagement activities at school and organization levels.|Parent survey data indicated that over 90% of parents feel that the school encourages them to be an active partner in educating their child. However, Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. At the high school level, Synergy will strongly encourage parents of high school students to participate in school activities, including meetings about college admissions and financial aid, Family Science Night, and other events within the school community. Synergy always includes parent participation in SST meetings, 504 meetings, and IEP meetings. Synergy will continue to seek out and provide parent education workshops, such as Grupo Crecer implemented in the past two school years, to provide parents with training regarding educational rights and advocacy for their students and all students.|Parent survey data indicates that most parents (over 90%) feel welcome to participate at the school, are treated with respect by school staff, and receive prompt responses from the school to parent phone calls, messages, and e-mails. In addition, most parents who responded to the survey indicated that the school communicates the importance of respecting different cultural beliefs and practices. Synergy Quantum Academy will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. SQA has an active phone tree that has been an effective tool in communicating with parents of students who have any concerns regarding attendance or academic performance. Synergy also provides translation for all parent meetings, including parent conference meetings and phone calls. Over the past year, parent meetings and events took place virtually. Synergy will consider how to continue to use videoconferencing as a way to make parent meetings and workshops accessible to more parents, as well as plan for resuming in-person family events when allowed to do so by public health officials. Additionally, Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed.|5|5|4|5|3|5|5|5|4|5|3|3|2021-06-19||2021 19647330124784|Aspire Slauson Academy Charter|3|Slauson has invested quality time over the past two years in building a strong SSC parent advisory panel and understanding the proper implementation of the council as outlined in the SSC handbook. The principal, the parent coordinator, and teachers have spent time working with parents as panel members and building their capacity for facilitating meetings and with understanding how to advocate for themselves and for all families. Next steps for building capacity with our families is to continue building skills with facilitating meetings and with building up the voices of our community. We will also continue building capacity within our SSC members to understand how to navigate policies or initiatives that matter to our school and our families and will involve more of our families with designing, implementing, and evaluating more school events.|Our current strengths include an emphasized and purposeful approach to increasing parent involvement and engagement. We have set goals to consistently increase parent participation through coffee with principal meetings monthly, counselor workshops for parents on academics and social emotional needs, School Site Council, English Language Advisory Council, and Student Led Conferences with teachers. Our area of improvement includes a more concerted effort with promoting parent involvement events through parent square and social media, more clarity behind purpose of events, team member outreach to families, tracking/documentation of positive phone calls made home to families, and home visits to learn more about families and students.|Slauson has consistently had positive feedback from parents around involvement and partnerships. Parents are encouraged to participate in events such as Hispanic Heritage Festival, Black History Festival, Awards Ceremonies, Student Led Conferences, Parent Workshops, Coffee with Principal, ELAC, SSC, Whole School Morning Meetings, and special events focused on increasing partnerships. All stakeholders utilize various modes of communication to keep all parents in the loop including Social Media, Parent Square, Paper Flyers, and in person meetings. Through restorative practices and trauma sensitive school models, Slauson team members prioritize relationship building with all families.|4|3|3|4|3|4|3|4|3|3|3|3|2021-06-17||2021 19647330124792|Aspire Juanita Tate Academy Charter|3|Our families are becoming more familiar with the Robert's Rules structures of SSC and ELAC. We are also implementing workshops that help our parents understand ELPAC and the role they play in SSC and ELAC.|We recently implemented a parent advocacy group for our students with disabilities. We also began a room parent initiative that would pair a parent with each classroom. We also continued with Black Parent Union. We are working to integrate our parents of bilingual emergent students into our community. We are also working on workshops for our parents of EL students.|We recently implemented a parent advocacy group for our students with disabilities. We also began a room parent initiative that would pair a parent with each classroom. We also continued with Black Parent Union. We are working to integrate our parents of bilingual emergent students into our community. We are also working on workshops for our parents of EL students.|4|3|3|4|3|3|3|3|3|3|3|3|2021-06-17||2021 19647330124800|Aspire Inskeep Academy Charter|3|Our families participate in committees, school events, monthly celebrations, community hosted activities, parent conferences, and school tours.|"""We outline parents rights, responsibilities, and recourse in SST, IEP, SARB, attendance support plan meetings, and parent conferences. In addition to our efforts at progress monitoring, we work with our grade level teams and leadership team to reach out and connect with under-represented families; at AIA, the under-representation is with our families of African-American students. """|"""Our school has a strategic plan and progress monitors efforts with home visits; establishing contact with families through post mail, email, text, or phone call; parent conferences, monthly awards program, strategic recruitment of uninvolved families. We are working with all team members to ensure 100% communication and relentless pursuits of partnerships and student celebrations. """|5|4|3|5|4|5|4|5|5|5|5|5|2021-06-17||2021 19647330124891|Alliance Renee and Meyer Luskin Academy High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 96% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Renee & Meyer Luskin Academy High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 99% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Renee & Meyer Luskin Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 96% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 81% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|3|PUC eCALS has done a good job to develop its parent action committee, which is akin to a parent-teachers association, to help families collaborate with school regarding ways in which the school can improve. A focus area for improvement is to increase the number of families that participate in the parent action committee and attend family engagement opportunities. The school will improve upon the engagement of underrepresented families by reaching out to these families to offer opportunities to participate in the parent action committee.|PUC eCALS does a good job utilizing school data systems with families to help them engage in the learning process with their scholars. This information is helpful to keep families informed and allows them to inquire about their scholar's success. An area for improvement is to increase the frequency of communication of student data to families. To improve the engagement of underrepresented families, the school will improve upon the frequency at which it delivers data to underrepresented families. This will occur through increased emails, texts and phone calls to convey the information.|PUC eCALS does a good job encouraging school personnel to communicate and collaborate with families of students. The school hosts a variety of family engagement events throughout the year for families to utilize in learning more about how their scholar is progressing. An area for improvement is to increase the turnout rate of families at these engagement events. To improve the engagement of underrepresented families, the school will improve communication with these families through texts, phone calls, social media posts, and other forms of outreach. The school will also utilize its parent action committee, which is akin to a parent-teachers association, to reach out to these underrepresented families and bring them in to the school.|4|5|4|5|4|4|4|4|4|4|4|4|2021-06-11||2021 19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 97% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Margaret M. Bloomfield Technology Academy High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 98% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Margaret M. Bloomfield Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 96% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 81% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330125609|KIPP Philosophers Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330125625|KIPP Scholar Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330125641|KIPP Sol Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330125864|Ednovate - USC Hybrid High College Prep|3|Parents provide important input and feedback on the governance and operation of USC Hybrid High School both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC), the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard.The PAC includes a processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Hybrid High staff provides logistical support to ensure that communication about SSC, ELAC, and PAC meetings and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to: Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.|USC Hybrid High holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid High’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School Treat USC Hybrid High School faculty and staff with respect|We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channel (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students. In the 2020-2021 school year, we sent bi-weekly surveys to all families to best support them through virtual learning. This ensured we had a regular checkpoint to share feedback and enabled us to quickly iterate and adjust as needed in this very uniquely complex school year. Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647330126136|Math and Science College Preparatory|3|MSCP provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided provided opportunities to provide input on policies and programs through participation in Parent Advisory Committee, School Site Council and English Learner Advisory Council.|At Math and Science College Preparatory we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties.|A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. In addition, to help parents/guardians support their students’ through the college application process we host trainings on applications and financial aid. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23||2021 19647330126177|Citizens of the World Charter School Silver Lake|3|CWC - Silver Lake has all the requisite structures for family engagement that occur with regular frequency. We have different avenues to receive and incorporate stakeholder input, as mentioned already in the response above. While this is exciting, at Silver Lake we have a disproportionate amount of feedback that is provided by middle-income and/or affluent families. This is problematic due to the observed patterns of power and resource hoarding, agenda-pushing, and special requests for only some students. We do not fault parents for advocating for their students. Our focus area will be in amplifying all voices that comprise our diverse community rather than being crowded by a small but vocal minority. As a school, we are committing to constantly circle back to the question of how we are serving our most vulnerable student groups. We are practicing asking the question of, “Who does this serve?” when we seek input on decisions and have made a practice of grounding parents in this reflection when seeking feedback through a variety of stakeholder opportunities.|CWC Silver Lake in numbers has relatively high parent engagement. We build partnerships by offering multiple ways to interact with school staff. For families to speak to teachers, they have the options of office hours, parent-teacher conferences, weekly town halls in middle school, and weekly newsletters. Since the Covid-19 pandemic, teachers have also been able to communicate with parents more seamlessly through Google Classroom and Zoom. When parents want to engage with their school leaders, the school provides opportunities such as monthly Cafecitos (Coffee with the Principal), monthly town halls or Principal’s council, weekly newsletters, parent education series, and 1:1 calls/meetings as needed. We have all the necessary structures in place to engage with our stakeholders. We also offer these opportunities in both morning and evening events, to accommodate different types of work schedules. However, the families who engage tend to be primarily English-speaking, white, and/or families who do not qualify for free and reduced-priced lunch. SL is thinking in creative ways to bring more “brave spaces” for underrepresented families to engage. These spaces can specifically cater to underrepresented groups--whether via affinity spaces or language-supportive spaces - as an example, we have implemented this year Spanish-speaking coffee socials in the elementary. Additionally, we are exploring next year to continue the use of Zoom as it provides live translation opportunities. Lastly, as a school, we have a strong practice of implementing policies, procedures, and values that focus on building relationships, and also provide guidance regarding any possible conflict and its resolution process through our CWC core values, family handbook, and formal complaint procedures.|CWC-Silver Lake prides itself in the robust parent community culture that has grown over time. This year we launched our Champions for Change, a parent-led group that advocates for diversity and equity practices within schools and within the larger community. As a region, CWC has invested a lot of resources in developing new ways to engage our community during the pandemic. Even as we phase out of many of the restrictions, there are best practices we have adopted that have amplified the parent/school relationship and we intend to continue with these in the new year. The most obvious shift that has been incredibly successful has been the use of Zoom. By creating a simple way for families to engage without having to come on-site, Zoom has made it much easier for families to connect with school staff and attend engagements and events. We also engaged in new tools for easy feedback such as Possip, where parents can give feedback via text. Possip strengthens schools and communities through the power of quick and actionable feedback. The text message format translates into every home language and is accessible without having an email address or app on your phone. For written communication home, we have adopted ParentSquare that allows communications to be automatically translated and also has an app component. Beyond these tools, we have regular parent engagements scheduled at various times to accommodate the different scheduling needs of parents. Examples of these are parent/teacher conferences, parent town halls, monthly Coffee Socials and Principals Council meetings, parent education series, high school informational meetings and 1 on 1 high school counseling meetings for 8th-grade students. Improving our engagement with parents whose primary language isn’t English is a continuous focus. While we are improving our written communication translation practices, we must continue to create opportunities for non-English speaking families to engage in dialogue with the school. Currently, we are able to offer conferences for parent-teacher conferences. To continue strengthening these efforts, we are hiring an additional community associate to support families in being engaged and connected with school events. Additionally, we will be utilizing Zoom’s feature that allows for families to listen in to meetings while having it translated live.|4|3|3|3|3|3|4|4|3|3|4|3|2021-06-21||2021 19647330126193|Citizens of the World Charter School Mar Vista|3|CWC - Mar Vista has all the requisite structures for family engagement that occur with regular frequency. We have different avenues to receive and incorporate stakeholder input, as mentioned already in the response above. While this is exciting, at Mar Vista we have a disproportionate amount of feedback that is provided by middle-income and/or affluent families. This is problematic due to the observed patterns of power and resource hoarding, agenda-pushing, and special requests for only some students. We do not fault parents for advocating for their students. Our focus area will be in amplifying all voices that comprise our diverse community rather than being crowded by a small but vocal minority. As a school, we are committing to constantly circle back to the question of how we are serving our most vulnerable student groups. We are practicing asking the question of, “Who does this serve?” when we seek input on decisions and have made a practice of grounding parents in this reflection when seeking feedback through a variety of stakeholder opportunities.|CWC -MV in numbers has relatively high parent engagement. We build partnerships by offering multiple ways to interact with school staff. For families to speak to teachers, they have the options of office hours, parent-teacher conferences, weekly town halls in middle school, and weekly newsletters. Since the Covid-19 pandemic, teachers have also been able to communicate with parents more seamlessly through Google Classroom and Zoom. When parents want to engage with their school leaders, the school provides opportunities such as monthly Cafecitos (Coffee with the Principal), monthly town halls or Principal’s council, weekly newsletters, parent education series, and 1:1 calls/meetings as needed. We have all the necessary structures in place to engage with our stakeholders. We also offer these opportunities in both morning and evening events, to accommodate different types of work schedules. However, the families who engage tend to be primarily English-speaking, white, and/or families who do not qualify for free and reduced-price lunch. MV is thinking in creative ways to bring more “brave spaces” for underrepresented families to engage. These spaces can specifically cater to underrepresented groups--whether via affinity spaces or language-supportive spaces - as an example, we have implemented this year Spanish-speaking coffee socials in the elementary. Additionally, we are exploring next year to continue the use of Zoom as it provides live translation opportunities. Lastly, as a school, we have a strong practice of implementing policies, procedures, and values that focus on building relationships, and also provide guidance regarding any possible conflict and its resolution process through our CWC core values, family handbook, and formal complaint procedures.|As a region, CWC has invested many resources in developing new ways to engage our community during the pandemic. Even as we phase out of many of the restrictions, there are best practices we have adopted that have amplified the parent/school relationship, and we intend to continue with these in the new year. The most obvious shift that has been incredibly successful has been the use of Zoom. By creating a simple way for families to engage without coming on-site, Zoom has made it much easier for families to connect with school events. We also engaged in new tools for easy feedback, such as Possip, where parents can give feedback via text. Possip strengthens schools and communities through the power of quick and actionable feedback. The text message format translates into every home language and is accessible without having an email address or app on your phone. For written communication home, we have adopted ParentSquare that allows communications to be automatically translated and has an app component. Beyond these tools, we have regular parent engagements scheduled at various times to accommodate the different scheduling needs of parents. Examples of these are parent/teacher conferences, parent town halls, parent education series, high school informational meetings and 1 on 1 high school counseling meetings for 8th-grade students. Improving our engagement with parents whose primary language isn’t English is a continuous focus. While improving our written communication translation practices, we must continue to create opportunities for non-English speaking families to engage in dialogue with the school. To continue strengthening these efforts, we hire an additional community associate to support families in being engaged and connected with school events. Additionally, we will utilize Zoom’s feature that allows families to listen in to meetings while having it translated live.|3|3|3|4|3|3|4|4|3|3|3|3|2021-06-21||2021 19647330126797|Aspire Centennial College Preparatory Academy|3|My school site host SSC and ELAC meeting every year. We share with families the current state of the school as well as engage them in the decision making process. An area of growth for our school is how to use SSC and ELAC members in leading meeting and sessions for other parents.|My school invites parents to participate in Student Led Conferences twice a year. During this time, my team ensures that all student families are contacted and conferences are held. An area of improvement for us is increasing workshops for families in order to support them in supporting their children academically.|My team reached out to families via phone, parent square, class dojo, text messages, parent meetings (SSC, coffee with admin, ELAC, parent workshops, etc..) as well as email to engage families and the community in what is occurring at CCPA. A focus area for CCPA is creating various events that invite families onto CCPA outside of academics.|4|4|2|4|4|3|4|4|4|4|4|4|2021-06-17||2021 19647330127670|KIPP Iluminar Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330127886|City Language Immersion Charter|3|Parents plan and lead several community-building events each year. The Parent Council and ELAC meet monthly to learn about and inform upcoming program and policy decisions. Parents are also invited to monthly public meetings of the board of directors, and given time during public comment to discuss programs and policies.|Parents attend Parent-Teacher Conferences three times per year. Parents can view curriculum managed through the Canvas LMS, and receive updates and syllabi from most teachers. Parents are notified of their legal rights on an annual basis.|The school has implemented several effective strategies for engaging parents, including weekly principal newsletters, monthly chats with the principal, quarterly parent workshops, and the implementation of ParentSquare to facilitate, manage, and track 2-way communication. Parent Council and ELAC also meet monthly. The school continues to seek ways to engage underrepresented parents. Parent leadership is diverse and inclusive, but not as far-reaching as we would like. The school continues to create new volunteer opportunities that are responsive to the schedules and contexts of diverse families.|5|5|5|5|5|4|4|4|4|4|4|4|2021-10-28||2021 19647330127894|Valor Academy High|3|Every year Valor Academy High School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principals. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Valor Academy High School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. The participation in our Teacher- Parent Conferences last year was at 28%. Our counselors work hard to provide families with information and resources to support student learning in the home. Two areas where we’d like to increase participation are attendance at our Educational seminars which last year was at 13% and family efficacy since only 65% responded feeling “confident in their ability to support their child’s learning in the home.” Nevertheless, our families feel supported as evidenced by survey respondents saying 75% feel “confident in their ability to motivate their child to try hard in school.” With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Valor Academy High School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 81% of respondents believe the administrators do well in creating “a school environment that helps children learn” and more than 91% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families even through Distance Learning. Last year we had 41% of families attend at least one online school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 88% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|4|5|5|5|5|5|5|2021-06-21||2021 19647330128009|Alliance Virgil Roberts Leadership Academy|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 91% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Virgil Roberts Leadership Academy, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 91% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Virgil Roberts Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 88% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330128033|Alliance College-Ready Middle Academy 8|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 93% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance College-Ready Middle Academy 8, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 98% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance College-Ready Middle Academy 8, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 97% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 88% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330128041|Alliance Kory Hunter Middle|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 98% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Kory Hunter Middle School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 100% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Kory Hunter Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 90% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330128058|Alliance College-Ready Middle Academy 12|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 98% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance College-Ready Middle Academy 12, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 99% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance College-Ready Middle Academy 12, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 98% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 90% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330128132|Extera Public School No. 2|3|Our school is in the initial implementation phase of seeking input from our families for decision making. We have heavily relied on physical flyers, letters, and in-person interactions to get parents involved in various advisory groups, meetings, needs assessments, and survey administrations, but a learning from the distance learning is that we need to develop and utilize our digital infrastructure to reach families in more diverse ways. In out parent survey administered in Spring of 2021, only 22% of parents reported being involved in advisory groups and meetings with the principal. We transitioned our SIS from IlluminateEd to Infinite Campus during the 2020-2021 school year and now we hope to use the tools available to build our school’s capacity to engage with families and especially target and improve communications with underrepresented families.|Based on our parent survey administered in Spring of 2021, 91% of parents reported that they believe administrators at the school create a school environment that helps children learn. Our school’s strength in the area of building partnerships for student outcomes is that we have policies in place where teachers are expected to meet with families and students up to five times a year to discuss and address improving outcomes for the students. In addition to regular scheduled conferences, we have an SSPT process in place to work with families to support their students in the home as we run parallel efforts during the school day. An area of improvement and what we are beginning to develop are professional learning opportunities to support our teachers and principals’ capacity to partner with families. We are striving to expand our teachers and principals’ skillset to have more meaningful data-driven conversations with families to increase their student’s outcomes. We will be hiring a Wellness Counselor to help build stronger partnerships between the school and families.|Based on the our parent survey administered in the Spring of 2021, 95% of parents reported that the school felt welcoming, 97% of parents reported that they had no problems in communicating with their teacher or school, and 94% of parents that they feel like they belong to the school community. Although an overwhelming majority of parents report having good relationships with their teachers and school, an area of improvement is to build all of our staff’s capacity to build trusting and respectful relationships with our families. 12% of parents did say they were worried that adults at the school would treat their child differently if they raised a concern. We hope to improve this by bridging the gap between teachers and families with a Parent Coordinator who can train teachers and parents and foster a stronger sense of trust and community.|4|5|4|5|2|4|5|5|3|3|3|3|2021-10-15||2021 19647330128389|Ivy Bound Academy Math, Science, and Technology Charter Middle 2|3|LEA’s current strength is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any under-represented groups in the school community. There is a disconnect between decisions made at the board level and the rest of the staff. The board made decisions that heavily impacted staff, teachers, student, and families without their input. There are many staff meeting, different committees and weekly PD in which administration, teachers, and parents may participate in. In order to have more parents engaged, the school needs to improve the way in which parents are encouraged participate. An area of improvement is the issue of under-represented families who are not active in their interactions with the school, administrators, and teachers. An area of strength is the survey and the subcommittees that allow parental participation. The LEA's strengths are to include parents in decision making. They could improve on working together to implement and evaluate family engagement activities at school and district levels.|One strength of the school is a parent orientation where parents are trained on how to use tools that help support their students learning. Through Powerschool and Google classroom parents have 24/7 access to their students grades, assignments, and due dates. It would be beneficial to review this training mid-year as well. One of the strengths of Ivy Bound Northridge is the comprehensive PDs and training provided. An area of focus might be on improving the resources provided in the home. Parents would benefit from training for programs such as Aleks and Lexia to which help student learning in Math and Reading. The LEA has meetings with full staff to discuss students that are struggling. Additionally the SPED team meets with core teachers weekly to discuss how to help and accommodate our students. An area for improvement is figuring out a way to increase student participation. The LEA's current strengths are in providing families with resources to support students' learning eg. providing chromebooks and the tools that are used to track student progress. A focus area of improvement would be on educating families about their legal rights.|The LEA has a strong and constant communication with the families by meeting with parents every Tuesday. The school contacts the parents via email and phone calls in their primary language. The parents have access to staff and the opportunity to participate in committee meetings such as SSC. An area of focus might be assessing the preferred communication methods for our under-represented families, to ensure that they are receiving all relevant and important information. An area of strength of Ivy Bound Northridge is that the staff makes everyone feel welcome. This area could be built upon by educating the staff about languages and cultures, providing home activities that parents can do with their children, literacy nights in reading/math/ science for all families, and parental advocacy groups that can be established in order to create effective partnerships between staff and families.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 19647330128512|KIPP Academy of Innovation|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330129270|Animo Mae Jemison Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330129460|KIPP Vida Preparatory Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330129593|PUC Inspire Charter Academy|3|As a school, we are having monthly coffee with the principal to inform students and parents in engaging families. We have also conducted surveys and will continue to conduct quarterly surveys to assess progress. As a school, we need to implement more from the feedback received from the surveys such as workshops around immigration and parent advocacy.|As an LEA, our strengths in parent engagement lies in ensuring we are providing monthly workshops for parents around important topics that have surfaced as needs. We have monthly topics related to the content areas in Math, ELA, SPed, History, Electives, and Science. We also have workshops with community partners in trying to help build parent capacity. As it relates to an area of need, we need to ensure we are providing more sessions around the special education subgroups and the parents’ needs.|As an LEA, our strength is working at ensuring we provide workshops for parents around access to advocacy. An area of focus is to provide more opportunities and more community involvement for advocacy to our families through our parent nights and parent conference nights.|4|4|3|4|4|3|4|3|3|4|4|3|2021-06-11||2021 19647330129619|PUC Community Charter Elementary|3|CCES sends monthly parent calendars, newsletters, fliers, etc. to inform and engage families in joining SAC and/or ELAC meetings as well as Coffee with the Principal. Through Coffee with the Principal, families have the opportunity to build their knowledge base and capacity in making strategic decisions. Through SAC and ELAC meetings, families have the opportunity to engage in advisory groups and provide input and feedback on policies and programs. An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.|PCCES has monthly Family Nights, tailored to the needs of our families in support of our students. Popular family nights include Back to School Night, Data Night, Math Night and Literacy Night, in which parents receive student data, resources and information that support parents and families with supporting their children at home. In addition, PCCES has established a successful Parent Conference program, in which 100% of parents attend a conference to discuss their child’s progress, strengths, needs, etc. in depth. Lastly, PCCES has incorporated parent workshops to support parents of students with disabilities. An area for improvement is supporting families to understand and exercise their legal rights to advocate for their students.|PCCES has developed multiple opportunities for the school site to engage in 2 – way communication between families and educators. As a school site, we have a thriving Class Dojo community in which we have 95% + of our parents connected. The site leader posts messages on ongoing bases and communicates with all parents and families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. In addition, PCCES has an open door policy, which means that all parents and families are welcome to meet with school leaders and/or visit classrooms at any time. At this time, an area for improvement is supporting staff in learning more about each family’s strengths, cultures, language, etc.|5|5|3|5|4|4|5|3|4|3|3|3|2021-06-11||2021 19647330129833|Global Education Academy 2|3|The school every year works on identifying new parents or parents who have not been part of the school engagement school participation on committees to develop a higher number of stakeholders to provide their input. Due to the fact that many of the parents personal obligations are somewhat of a challenge, parents input is sometimes requested through a means of surveys or personally reaching out to them.|The school does an excellent job at providing a well establish partnership between home and school. Teachers and administration are available every day through Class Dojo, before/after school, phone calls, emails, to provide an excellent partnership among all stakeholders to build good partnerships and support. Parents are encouraged to participate in monthly meetings with the principal and to reach out to school staff if they need assistance of any type. Parents demonstrate their satisfaction that the school is supportive and addresses their needs at all times.|The school does a very good job with communication with all its continuants. The school has a high percentage of Hispanic families and all communication is translated into the parents home language. Additional efforts are also in place so parents can receive information through phone call, text, internet (Class Dojo) and the office spends the time calling parents directly to ensure that parents are aware of important information. The Principal holds monthly meetings for parents can join for an open discussion about school affairs. The school also sends written communication to parents that the school is aware that may not be receiving the information through the other tools that the school has in place for communication. The school will continue to carry on the efforts to engage underrepresented families by continuing its efforts to reach out to them.|5|5|5|5|5|5|5|5|4|4|4|4|2021-10-26||2021 19647330129858|Everest Value|3|Strengths: Since its founding in 2014, Everest has sought parent input in its decision making. From uniforms to food vendors, the school was built with the assumption of parents as co-creators of the vision. As the pandemic closed the school site, parents and staff were immediately informed of stakeholder meetings to discuss the details of a remote learning program and eventually a hybrid program. This continued throughout the year as adjustments were made to the reopening plan, to allow those who wanted in person learning to receive it, without disruption to those staying remote. Parents were also engaged in strategy discussions and surveys on meal service and technology distribution. Below are some of the results of the school’s climate survey given in February which demonstrate a very high percentage of parents felt well informed and engaged with the reopening plans, resources and safety training. Areas for growth: While most of the operational decisions were made with several rounds of input from parents, there were others that had to be made with a shorter time line. The school used the Zoom poll during morning ceremony to get immediate input a few times during the year, but, upon reflection, could have used this feature more to get input. Another area for growth noted from both parents and staff were that the office staff were not always informed with programming and new operations happening on campus. When parents called they were not able to get the answers they needed without reaching out to multiple staff. The school will address this in future staff meetings to make sure programs are calendared and shared in a way for the office staff to have what they need to answer all parent questions.|Each of the departments at Everest had their own strategy of posting on Class Dojo and zoom meetings with parent stakeholders to ensure trust and transparency. According to the school’s climate survey given in February, the English Language Development Program and the After School program did the best job of keeping parents informed, with over 90% of parents agreeing that they were well informed. Areas for growth: In reflecting with the Parent Board and Staff Leadership Team, Everest has defined communication around student mastery of the standards has faded since the 2018-19 school year. The leadership team would like to emphasize the student “Learning Keys” more next year, as students return to school, and empower families to understand how to target their support. This communication was once a strength, but the sudden emphasis on socio-emotional support and safety protocols during the pandemic has limited these discussions. Seeking input for decision-making. Strengths: Since its founding in 2014, Everest has sought parent input in its decision making. From uniforms to food vendors, the school was built with the assumption of parents as co-creators of the vision. As the pandemic closed the school site, parents and staff were immediately informed of stakeholder meetings to discuss the details of a remote learning program and eventually a hybrid program. This continued throughout the year as adjustments were made to the reopening plan, to allow those who wanted in person learning to receive it, without disruption to those staying remote. Parents were also engaged in strategy discussions and surveys on meal service and technology distribution. Below are some of the results of the school’s climate survey given in February which demonstrate a very high percentage of parents felt well informed and engaged with the reopening plans, resources and safety training. Areas for growth: While most of the operational decisions were made with several rounds of input from parents, there were others that had to be made with a shorter time line. The school used the Zoom poll during morning ceremony to get immediate input a few times during the year, but, upon reflection, could have used this feature more to get input. Another area for growth noted from both parents and staff were that the office staff were not always informed with programming and new operations happening on campus. When parents called they were not able to get the answers they needed without reaching out to multiple staff. The school will address this in future staff meetings to make sure programs are calendared and shared in a way for the office staff to have what they need to answer all parent questions.|Since March of 2020, Everest Value has used Zoom, Google Classroom, Class Dojo, Parent Square, and www.evs.valueschools.com to communicate and maintain the trust between families and the school. Throughout the pandemic, Everest hosted weekly parent meeting zooms to answer questions and update families on the status of the Public Health protocols. Over the summer, Everest continued these meetings to gather input on its 4 Phase Reopening Plan and give parents the latest guidance on how to best stay safe from COVID. In addition, Everest recreated its school wide community assembly on Zoom each week on Wednesdays, and invited families to participate in celebrations, student government initiatives, and performances. As the year started in 2020, the school remained in a distance model, “Phase 1”, but added more synchronous learning to its schedule, based on the families input. The school also expanded its After School zoom offering to include more enrichments and tutoring. Everest was able to give every student a chrome book and those families that expressed need a hotspot to provide internet at home. The school also created a call team with support staff in each grade to call home and offer support throughout the day. The school served meals to the community twice a week. As the year went on, the school continued to offer Class Dojo updates, a Coffee with the Principal twice a month and Parent Wednesday with the Dean every week. There was a discussion of brining back high needs students in late October, however the cases in Los Angeles increased before the appropriate training of staff had been completed and the program was paused. As families reported cases, the school offered resources and food delivery as needed to families. By the Spring, Everest was able to get 100% of its staff vaccinated and begin its roll out of “Phase 2”, which parents had been introduced to at the beginning of the year. The school posted videos on its website to familiarize families with the new operations of the building and provided Q and A sessions as parents made their decisions to participate. For those parents interested in the hybrid program, the school required an on campus orientation and parent agreement to be signed. Throughout the pandemic, the school’s transparency and consistent meetings with parents has helped maintain a strong trusting relationship with its parents. Areas for growth: Everest had some initial struggles communicating with parents on how to set up internet service at home and manage their devices. While the hotspots were being distributed, there was a decision to attempt a relationship with Spectrum for modems, but this process was slow and delayed some families from participating early in the year. Everest had some families who felt very strongly that the school should offer a 5 day a week program, while other families and staff were concerned about safety protocols and cohort|5|5|4|4|5|5|4|4|4|4|4|4|2021-06-04||2021 19647330129866|Village Charter Academy|3|The LEA has established governance committees that are intended for all stakeholders and act as an advisory group the governing board. This allows for families to provide input on policies and programs within the school. The focus area for improvement is to diversify the parent participation in the school governance committees and increase their capacity to serve on committees. The LEA will track parent participation in school governance to identify and improve the engagement of underrepresented families.|The two areas of strength in building a partnership for student outcomes is in the area of teacher training and teachers working with families to keep them informed of student progress. Teachers have access to variety of supports to increase their practice. They are able to work with administrators and grade level leaders to increase their capacity. The meet regularly in Professional Learning Communities and develop yearly action plans that support student outcomes. Parents receive academic progress reports every 6 weeks and meet with teachers additionally throughout the year as needed. The focus area for improvement is to help parents understand their role as a student advocate. The LEA increased efforts to engage underrepresented families by using flexible meeting times, resources in home language and tracking parent participation during Distance Learning under COVID 19. These practices will be adapted when returning to school to increase engagement and participation of those underrepresented groups.|Village Charter Academy is developing capacity within staff. School leaders work with both certificated and classified to provide ongoing training. School leaders receives ongoing mentoring from retired leaders. The LEA provides targeted professional development using teacher feedback and surveys to identify school need. The focus area for school improvement is to build capacity in our parent stakeholders. The LEA began to implement more meetings and a more structured parent training and volunteer program prior to the pandemic and school closure. VCA will resume this in the 21-22 SY. The goals of this focus area is to increase 2 way communication and build capacity in parents.|4|4|3|3|4|4|4|3|4|3|4|3|2021-06-19||2021 19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|3|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school. The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory councils and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources. The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance. The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Councils, and Fenton Charter Public Schools Board Meetings. The progress of students is tracked using the Illuminate database system. The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide to determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources. The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success. Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647330131722|Fenton Charter Leadership Academy|3|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school. The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory councils and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources. The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance. The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Councils, and Fenton Charter Public Schools Board Meetings. The progress of students is tracked using the Illuminate database system. The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide to determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources. The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success. Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647330131771|KIPP Ignite Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330131797|KIPP Promesa Prep|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330131821|Collegiate Charter High School of Los Angeles|3|This is an area of growth for the school. Whereas parents/families rate the school highly and are engaged in one-on-one conferencing and other opportunities to support their individual schools’ academic achievement and social-emotional growth and well-being, families’ engagements in LEA stakeholder processes are less robust. The school holds a Friday noon “Team & Family” Zoom meeting every week to share updates and take questions and suggestions about schoolwide eventsl. These are well attended. The school also holds School Site Council meetings, ELAC meetings, and board meetings, all of which are publicly noticed and open to the public. However, historically, we have had to work hard to encourage families to attend and/or participate in these meetings. For the 2021-22 school year, we will send notices out in ParentSquare that include meeting agendas so that families can have a clearer understanding of what is to be discussed and what is on the agenda for upcoming school meetings.|The school builds partnerships with students’ families primarily through the advisory system: Advisors (classroom teachers assigned to 10-15 students in the grade level) build deep relationships with students’ families. Teachers and the principal train on strategies for this annually during summer PD and ongoing throughout the school year during PD workshops, as well as through modeling by team members who are particularly successful at parent relationships. The school produces a weekly memo that references resources and materials for supporting learning at home. However, the school would like to implement a full parent scope and sequence of learning standards-based workshops in 2021-22 to foster strong parenting for college-bound HS students.|The school adopted ParentSquare during summer 2020, which has been a transformation for the school in building our capacity to engage with parents. We are able to communicate easily with parents in their preferred language, send and receive forms and reports, direct-message, and schedule conferences -- all through the ParentSquare app, which teachers, students, and parents/guardians alike can access on smartphones, laptops, and/or tablets. The school held 10+ hours of professional development and training workshops for families in order to build all stakeholders’ familiarity with the tool. The school has also made gains in fostering deep working relationships with families. Serving as academic advisors to a small cohort of 10-15 students, our teachers reached out to students’ families weekly to check-in and offer support. This has enabled us to be proactive in our support of students' needs, making sure that all students are on track to reach their full potential by graduation. One area of focus is #3 - supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. In the 2021-22 school year, we have hired on a principal, who grew up and still resides in the adjacent neighborhood and shares the language and pieces of the culture of many of our students’ families. We have also made culturally responsive teaching a PD focus in the past school year and ongoing this school year. Within this, we have identified a priority around structuring conferences and family communications to really emphasize the importance of staff’s developing knowledge of the strengths, cultures, languages, and goals for their children of the students we serve.|4|4|3|4|4|3|5|4|3|3|3|3|2021-06-29||2021 19647330131870|Resolute Academy Charter|3|Resolute Academy seeks input for decision-making from stakeholders through various venues: ELAC/DELAC, Parent Advisory Committee, during the LCAP development process and annual stakeholder survey. An area for growth is to continue to implement strategies to increase parent involvement in school committees, in order to seek input for decision-making for the allocation of resources and implementation of programs.|"Resolute Academy continues to build partnerships with staff and families that impact student outcomes that include but are not limited to the following: Monthly parent workshops (ex. Cyberbullying, identifying signs of distress n your adolescent/teen); trimester conferences (accessible to all families via Facetime, google Hangouts, Zoom and phone); Workshops on Special Education and our Academic Program. An area for growth based on feedback from families is to provide parent workshops on the following topics: o How to use technology platforms i.e., Google in the home o Math Night o Reading Night"|During the 2020-21 school year Resolute Academy continuously focused on strengthening the quality of programming and support provided to staff and families. Through ongoing communication, we built positive relationships with families and implemented the use of ParentSquare application, educational software that allows for 2-way communication between school/staff and families. It also translates messages to the preferred language for families and is used for text messaging. Coffee with the Principal: Resolute’s Principal conducts monthly meetings with parents to inform them of upcoming events, answer questions and solicit feedback. Resolute Academy hosted monthly Parent Workshops on various topics that were recorded and uploaded to the school’s website accessible to all families. An area for growth is to continue to strengthen our school’s parent participation in ELAC/DELAC, and Parent Advisory Committee (PAC) meetings.|4|5|4|4|5|4|5|5|4|4|4|4|2021-06-30||2021 19647330132027|University Preparatory Value High|3|Seeking input for decision-making. Based on the 2021 Survey question, “I have had sufficient opportunities to get involved in supporting the school,” the parents strongly agreed or agreed- 77%. Strengths: This data illustrates the fact that families believe they are a part of the decision making and also have different paths to get involved. Areas for growth: With this number declining a bit from last year, UPVHS will work to provide more opportunities for parents to get involved, as COVID cases lower in Pico-Union. Perhaps with so much going on in the lives of our families during the pandemic, parents did not have the time to get involved.|Building partnerships with parents for student outcomes. Based on the 2021 Survey question, “I am able to talk to teachers at this school about my child’s academic progress,” the parents strongly agreed or agreed- 88%. Strengths: This shows that the two SPA meetings that we have each year allow parents to monitor their child's academic growth. Areas for growth: Moving forward, UPVHS will look to expand on what is being shared in those meetings to allow all parents a better understanding of their child’s academic progress.|Building Relationships between school staff and families. Based on the 2021 Survey question, “My child is gaining access to a better education than at a traditional public school,” the parents strongly agreed or agreed- 83%. Strengths: Parents belive in UPVHS and trust their children with us everyday. UPVHS has a strong relationship with the parents of the school, and will look for more ways to build trust with them. Areas for growth: UPVHS will continue to partner with their sister school, DVS, to provide workshops for parent education. Additionally, UPVHS will continue to find innovate ways to embrace each student’s academic potential.|5|5|5|5|4|4|5|5|5|5|5|5|2021-06-04||2021 19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|3|"In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. Although the pandemic did not allow the same level of engagement during the 2020-21 school year, when given the statement ""This school regularly solicits my input about important decisions for the school"", 98% responded ""agree"" or ""agree strongly."" This indicates that despite the limitations placed on our school by the pandemic, parents still feel that their input is being heard. Additionally, as our school resumes in-person instruction, we will be able to resume past practices to ensure that opportunities to provide input are accessible to all of our parents. This will include offering multiple opportunities for engagement throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings, although these meetings may need to be virtual for the time-being. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive."|"At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Although the Covid-19 pandemic limited our normal practices of engagement, when given the statement """"This school supports my child to be prepared to succeed in college"""", 96% of parents responded that they """"agree"""" or """"strongly agree."""" This indicates that parents continue to approve of the manner in which we are preparing their children for college despite the disruption of the pandemic. Additionally, our return to in-person instruction will allow us to resume many of our practices that have led to strong connections with our families and community in the past, while also expanding our role in providing a safe environment during the Covid-19 pandemic."|"At Alliance Marine - Innovation and Technology 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively. Although engagement was more limited during the Covid pandemic and the survey was revised to meet the needs of our school and stakeholders, we continued our outreach and the below data are based on that engagement. Based on this survey, 100% responded that they """"agree"""" or """"strongly agree"""" with the statement """"This school prioritizes the health and safety of my child."""" This indicates that our parents have a positive perspective regarding our school's care for the safety of their children during the pandemic. Moreover, we found that 87% of parents responded that they """"agree"""" or """"strongly agree"""" with the statement """"My child is well known by staff at this school."""" This indicates that despite the pandemic, our staff and teachers have also had significant success in building relationships with students engaged in distance learning."|5|5|3|5|3|5|5|3|4|4|4|4|2022-03-16||2021 19647330132282|Ednovate - East College Prep|3|Parents provide important input and feedback on the governance and operation of East College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. East College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to: Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.|East College Prep holds mandatory parent-teacher conferences every quarter. East communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of East’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At East we have created a school culture where parents and families are embraced as partners in the education of their children. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the East College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of East College Prep Treat East College Prep faculty and staff with respect|We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channel (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students. In the 2020-2021 school year, we sent bi-weekly surveys to all families to best support them through virtual learning. This ensured we had a regular checkpoint to share feedback and enabled us to quickly iterate and adjust as needed in this very uniquely complex school year. Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|3|PUC Triumph has established procedures for shared decision making. The school has a School Advisory Committee, English Learner Advisory Committee, holds Coffee with the Principal Meetings, and provides an annual parent survey regarding the school environment and each staff member. One area of improvement for decision making that we have planned is to provide a parent survey on monthly family night topics that they would like covered for our community.|PUC Triumph exhibits many strengths in communicating with families. Families are consistently provided with resources about learning, continuing education after high school, and community resources. One area of improvement for underrepresented families is to ensure higher attendance of underrepresented families at monthly family meetings by providing personal invitations and phone calls to families of focus.|PUC Triumph uses multiple ways to communicate with families, such as ClassDojo, PowerSchool, Remind, and SchoolMint. Family communications are sent out on a daily and weekly basis or as needed. All communications are done in English and Spanish to ensure that parents of English Learners are being communicated in their primary language. The school has a long history of monthly family nights which engage parents with the school staff. One area of improvement that we have identified for underrepresented families for this year is to engage in home visits in order to build relationships. During distance learning, PUC Triumph was able to continue to host parent meetings each month over zoom. Communication increased during distance learning with the addition of a weekly parent newsletter.|5|5|4|4|5|5|5|5|4|4|4|4|2021-06-11||2021 19647330133280|PUC Nueva Esperanza Charter Academy|3|Strength: All stakeholder involvement and support is valued by staff. Improvement: Additional systems need to be put in place in order to ensure an effective feedback loop is created that is able to be proactive and not reactive.|Strength: NECA strives to have strong and consistent communication with families. This involves informing families of the goals and expectations of the school as well as timely follow up when a concern or issue arises. Improvement: The team would benefit from some more focused study on best practices around partnerships with families to see how engagement can be improved.|Strength: At NECA, building partnerships with families is essential to our work. From the moment a student enrolls, it is a priority to learn about the family, how the student works best, the most effective way to come alongside to support the development of their child. It is clear through family interactions and involvement that staff value parents through the events held for families as well as interactions with families that are thoughtful and proactive. Improvement: NECA can continue to ensure that all families are a part of the goal setting and monitoring process for students.|4|4|4|4|4|3|4|4|3|3|3|3|2021-06-11||2021 19647330133298|PUC CALS Middle School and Early College High|3|"Our strengthen on our campus is our ""family environment"" where parents feel comfortable to give us their input or feedback. An improvement will be in the area of out Coffee with the Principal to ensure we are implementing the feedback and voice from our parents into our School Success Plan. One way we will improve engagement with underrepresented families, would be going over our LCAP goals in our monthly SAC meetings to ensure parents are in the know and have received all school information."|We are strong at empowering and assisting families within school and community related topics. A focus area for us will be to strengthen our numbers of families to come to school events to partner up and foster healthy building relationships with school personnel. To improve this engagement with families we will network with outside resources to connect families back to the school.|Our campus is highly relational with our relationship building not only with our students but families. Students are able to feel connected to at least one adult on campus. Through this relational approach and being connected, students feel safe and comfortable to learn in the classroom. One area of improvement is essentially having teachers building community classroom relationships through advisory classes to help foster building peer to peer and student to teacher relationships. We have an intentional focus on our underrepresented families through our work with our Parent Action Committee group to be the spokesperson and drive to building relationships.|4|5|4|5|4|5|5|5|4|4|5|4|2021-06-11||2021 19647330133694|Valor Academy Elementary|3|Every year Valor Academy Elementary School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principal. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Valor Academy Elementary School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. Our participation in our Teacher- Parent Conferences was 100%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 60%. Moreover, we will continue work to ensure families feel supported since the survey showed that 64% of families feel “confident in their ability to support their child’s learning at home.” With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Valor Academy Elementary School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 88% of respondents believe the administrators do well in creating “a school environment that helps children learn” and consistently more than 97% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to elementary schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 90th percentile for School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families even through Distance Learning. Last year we had 100% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 94% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-21||2021 19647330133702|New Los Angeles Charter Elementary|3|New LA Charter Elementary School provides parents/families a multitude of methods to provide input in decision-making including serving on the English Language Advisory Committee (ELAC) and PAC. We also host numerous events to solicit input on our school’s LCAP Annual Update, provide updates on the Annual Measurable Outcomes, and the development of the LCAP. Our school annually administers a parent survey to measure school connectedness, safety, gather parent input in decision-making and evaluate family engagement activities. A focus area for improvement is to increase the rate of African American parents and parents of students with IEPs participating in advisory groups and with decision-making.|New Los Angeles Elementary School continues to build partnerships with parents that impact student outcomes as outlined in our school’s LCAP Goal #3. New LA Elementary provides support for families through Education Nights such as Math Night, Coding Night, Back to School Night, and Literacy Night. Additionally, we partner with parents to host authentic learning experiences and celebrations of culture. Parents are invited to plan and participate in Hispanic Heritage Month, African American History Month, Multicultural Day, College and Career Awareness Week and Read Across America Week. Each of these includes opportunities for parents to contribute ideas to the overall plan via planning meetings as well as contribute during the events themselves by visiting classrooms and sharing experiences. Parents and families are our partners in improving student outcomes through their regular participation in parent/teacher conferences. Additionally, we present information about home connection activities, methods for grading and how to achieve success, and understanding the progress report during Coffee with the Principal and via the weekly email newsletter. Parents of NEW LA CHARTER ELEMENTARY SCHOOL: FALL 2021 LOCAL INDICATORS REPORT 7 students who are determined to need intervention services receive intervention progress reports, home-school connection activities, and academic information presented in parent coffees. Our school provides extensive support for families of students with special needs through SPED parent coffees and parent workshops and meetings before the IEP process to make sure parents understand their legal rights. We partner with the FACTOR program for parents, invite parents in as team members in our SSPT process, and bring parents in as partners in addressing student attendance concerns through the SART process. One area of focus for our school is to reduce our chronic absenteeism rates through parent partnership.|New Los Angeles Elementary School has been deeply committed to building relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in their child’s educational experience at our school. We provide a positive, welcoming environment for all families and our educators communicate with families through various methods including but not limited to Remind App, One Call, phone calls, newsletters and calendars sent home, in a home-school connection folder, using language that is understandable and accessible to families and is translated for our Spanish speaking families. In addition, our school hosts monthly coffee with the principal to discuss school-wide issues, LCAP, and upcoming school-wide events. Our school hosts parent-teacher conferences twice per year and communicates regularly on individual student progress through progress reports. Annually at the start of the school year, we host a “Playdate” which is an opportunity for parents and students to connect with each other and their teacher and visit their classroom before the first day of school. In December we host a winter festival with food, games, raffles, and music, which draws in the vast majority of families. It is another opportunity for underrepresented families to engage with the school community. Other events include campus beautification, winter and spring music concerts, and a talent show. Events are scheduled during the school day, in the evening and on Saturdays to accommodate the busy work schedules of our families. NEW LA CHARTER ELEMENTARY SCHOOL: FALL 2021 LOCAL INDICATORS REPORT 6 A focus area of improvement is to continue to create more community-building opportunities for parents to make connections with each other throughout the school year. Another area of focus is around creating welcoming environments for all families in the community. We are planning to work with an outside auditor to assess our areas of growth around DEI and implement improvement plans.|4|3|4|5|3|5|5|5|3|3|3|3|2021-06-14||2021 19647330133868|Rise Kohyang High|3|Every year Rise Kohyang High School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 90% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Triton Family. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our Parent Empowerment Committee or the Family Engagement Coordinator.|Rise Kohyang High School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 48%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 33%. Nevertheless, our families feel supported as evidenced by survey respondents saying that 64% of families feel “confident in their ability to support their child’s learning at home” and 75% feel “confident in their ability to motivate their child to try hard in school.” With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Rise Kohyang High School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 90% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 76% of respondents believe the administrators do well in creating “a school environment that helps children learn” and more than 84% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored over the 90th percentile for School Climate and School Safety. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Even in a year of Distance Learning, we had 66% of families attend at least one school event which included Coffee with the Triton Family, Student Led Conferences or Family Workshops. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 82% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|4|5|5|5|5|5|5|2021-06-21||2021 19647330134023|Animo Florence-Firestone Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes administrators, teachers, counselors, classified staff members, parents and students. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19647330134148|The City|3|Parents plan and lead several community-building events each year. The Parent Council meets monthly to learn about and inform upcoming program and policy decisions. Parents are also invited to monthly public meetings of the board of directors, and given time during public comment to discuss programs and policies.|All parents can access student academic progress on Canvas. Additionally parents attend Student-Led Conferences twice year, in which students articulate their growth and goals to their families. The school could do more to support parents in understanding the curriculum, and how to support their children academically, but our focus has been on making sure parents can provide the social-emotional supports so the school can support the academic development directly.|The school has implemented several effective strategies for engaging parents, including weekly principal newsletters, monthly chats with the principal, quarterly parent workshops, and the implementation of ParentSquare to facilitate, manage, and track 2-way communication. Parent Council and meets monthly. The school continues to seek ways to engage underrepresented parents. Parent leadership is diverse and inclusive, but not as far-reaching as we would like. The school continues to create new volunteer opportunities that are responsive to the schedules and contexts of diverse families.|4|5|4|5|4|4|5|5|4|3|4|5|2021-10-29||2021 19647330135517|KIPP Corazon Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330135715|Ednovate - Esperanza College Prep|3|Parents provide important input and feedback on the governance and operation of Esperanza College Prep both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Esperanza College Prep staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to: Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly “Cafecito” meetings The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.|Esperanza College Prep holds mandatory parent-teacher conferences every quarter. Esperanza communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Esperanza’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Esperanza we have created a school culture where parents and families are embraced as partners in the education of their children. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Esperanza College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Esperanza College Prep Treat Esperanza College Prep faculty and staff with respect|We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly “Cafecito” meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channel (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students. In the 2020-2021 school year, we sent bi-weekly surveys to all families to best support them through virtual learning. This ensured we had a regular checkpoint to share feedback and enabled us to quickly iterate and adjust as needed in this very uniquely complex school year. Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647330136986|STEM Preparatory Elementary|3|STEM Prep Elementary School provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided provided opportunities to provide input on policies and programs through participation in Parent Advisory Committee, School Site Council and English Learner Advisory Council.|At STEM Prep Elementary School we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties.|A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23||2021 19647330136994|Rise Kohyang Elementary|3|Every year Rise Kohyang Elementary School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Furthermore, program changes will be communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year Rise Kohyang Elementary School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Furthermore, program changes will be communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator.|Rise Kohyang Elementary School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We are very proud to have 100% participation in our Teacher- Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 49%. Distance Learning also highlights that while most families feel supported as evidenced by survey respondents saying that 75% feel “confident in their ability to motivate their child to try hard in school,” we need to continue providing strategies for the home because only 61% of families feel “confident in their ability to support their child’s learning at home.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Rise Kohyang Elementary School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 94% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” This was in a year where students worked in Distance Learning and families saw firsthand our team’s hard work. Additionally, 87% of respondents believe the administrators do well in creating “a school environment that helps children learn” and over 94% think there’s mutual respect between staff and students. One of the school’s biggest strengths is the welcoming environment we’ve built with families even in a Distance Learning setting. Last year we had 100% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 92% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|4|5|5|5|5|5|5|2021-06-21||2021 19647330137521|Vox Collegiate of Los Angeles|3|Vox Collegiate is still a growing school with only 1-year of full operation prior to being disrupted by COVID-19 and the requirements of distance learning. Therefore, certain advisory committees are not yet fully formed. Much of committee work had to be paused during the required closure and distance learning. Moving forward, the school will work to reengage families to join formal committees.|Including families in student growth has been a priority at Vox. Parents receive bi-weekly updates on student performance, including support in recovering credit for missing assignments. In-depth family conferences are hosted semi-annually not only to inform families of student progress but to also work with them as partners. Vox will work to improve our partnership with families regarding student performance by hosting additional in-depth conferences for our students in need of the most academic support. Additionally, Vox plans to strengthen the at-home resources we are able to provide to families by further extending at-home access to technology through Chromebooks and wi-fi hotspots. We will also host workshops for families to support at home with priority objectives across grades.|The school prioritizes relationships between staff and families. Through consistent systems of two-way communication, we build and work to sustain our relationships to create an inclusive and healthy school environment. Staff are trained on an ongoing basis for engaging with parents and building successful relationships. We hold cafecitos, family conferences, and monthly family events so that families feel regularly included at Vox. An area of focus for school improvement is communication data tracking and additional professional development for teacher-parent communication to ensure alignment with our communication systems.|4|4|4|4|4|3|4|4|3|3|3|3|2021-06-22||2021 19647330137604|Stella Elementary Charter Academy|3|Every year Stella Elementary Charter Academy administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 94% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed at Coffee with the Principals. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Stella Elementary Charter Academy provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. Our participation in our Teacher- Parent Conferences was 100% for the last two years. Our counselor works hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 20%. Nevertheless, our families feel supported as evidenced by survey respondents saying that 71% of families feel “confident in their ability to support their child’s learning at home” and 87% feel “confident in their ability to motivate their child to try hard in school.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Stella Elementary Charter Academy community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 94% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 90% of respondents believe the administrators do well in creating “a school environment that helps children learn” and 96% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to elementary schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored at the 90th percentile for School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families even in Distance Learning. Last year we had 100% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 97% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated is consistently high as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-21||2021 19647330137612|Valley International Preparatory High|3|During the pandemic, having regular meetings with a school site council proved very difficult, particularly given the increased challenges for families. During this time, we met on a monthly basis with our parent organization, which helped provide ongoing feedback. Additionally, we sent out multiple surveys during the time of distance learning, including three in spring of 2020 alone. The results of the feedback was used to refine and improve our distance learning program. An area for improvement for VIP is to get our school site council re-established, include representatives from all the communities in our school, and have a robust meeting schedule and agenda. The first meeting of the reconvened school site council is set for October 2021.|VIPHS regularly initiates and maintains communication with its stakeholders and engages them in their children’s education through a variety of tools and methods that comprise the school’s comprehensive communication system. At a foundational level, VIPHS have access to the majority of pertinent information through our student information system, School Pathways. Through the parent portal on School Pathways, parents have live access to teachers’ gradebooks, student records, and other pertinent information. In addition to this passive source of information, information is actively and extensively shared with parents through a variety of means. Parents receive emails from their students’ teachers that are initiated through VIPHS’ student information system which allows teachers to email parents and/or students using the most up-to-date information provided by families on enrollment. Students receive a range of communication through faculty’s regular employment of the school’s Google Suite of tools. For example, any given parents are emailed with updates on their students’ progress and/or insight on how they improve, timely notices when students’ performances are slipping, information on what information/concepts their students are expected to learn during the school year, and grading policies. Teachers are required to send notices to parents/guardians of students with D’s or F’s at least twice a semester to keep them proactively informed. A system called Parent Square is commonly used by VIPHS office staff to send posts and Smart Alerts in order to supplement Mailchimp and ensure that parents are informed of crucial information. Parent Square sends an email, text message, and a voice message, ensuring that the most important information reaches our parent/guardian population. ParentSquare also has an automatic translation feature, which translates the message into the user’s preferred language setting, which ensures that all of our families are kept informed about important information related to their student’s education.|Especially with the COVID-19 pandemic, VIP has redoubled its efforts to ensure that stakeholders were consulted in the crafting of our distance learning program. Twice in the 2020 spring semester, we sent out surveys to measure levels of parent satisfaction. The first survey was sent at the end of the second-week of distance learning, the second was sent after our return from spring break. A third survey was sent once the academic year was complete in order to provide summative feedback on our performance from the spring, as well as gather preferences and feedback for changes parents and students would like to see in the fall. Finally, our plans for distance learning were sent out at the end of July with a request for questions and concerns to be addressed in back-to-school webinars on August 11th and 13th. During those webinars, parents/guardians could voice additional questions and concerns which were addressed at the end of the webinar and/or used to reexamine our distance learning program to find additional areas for improvement. Once the academic year started, we again surveyed our parents to gauge the level of satisfaction with our remote learning program, and communicated those results to our families on September 11th. That communication is included as item 3.4Di as an example of how stakeholders were consulted, and the results of those consultations were then communicated to the parent body. We’ve also requested stakeholder input on reopening, the most recent of which was sent at the end of the fall semester, which in turn informs our planning. The sample survey is included as Item 3.4Dii, although you won’t be able to see all the narrative comments at the end, this further demonstrates our commitment to gathering feedback from our families. Finally, we send out a school experience survey to parents and students at the beginning of spring semester every year. Generally, these surveys are more comprehensive and cover all aspects of the school experience. Our notifications are also sent in the preferred home language, which improves the engagement of underrepresented families.|4|4|4|4|3|3|3|3|3|3|3|3|2021-06-09||2021 19647330139071|KIPP Pueblo Unido|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19647330139832|Citizens of the World Charter School 5|3|CWC - West Valley has all the requisite structures for family engagement that occur with regular frequency. We have different avenues to receive and incorporate stakeholder input, as mentioned already in the response above. While this is exciting, at West Valley we have a disproportionate amount of feedback that is provided by middle-income and/or affluent families. This is problematic due to the observed patterns of power and resource hoarding, agenda-pushing, and special requests for only some students. We do not fault parents for advocating for their students. Our focus area will be in amplifying all voices that comprise our diverse community rather than being crowded by a small but vocal minority. As a school, we are committing to constantly circle back to the question of how we are serving our most vulnerable student groups. We are practicing asking the question of, “Who does this serve?” when we seek input on decisions and have made a practice of grounding parents in this reflection when seeking feedback through a variety of stakeholder opportunities.|CWC -WV in numbers has relatively high parent engagement. We build partnerships by offering multiple ways to interact with school staff. For families to speak to teachers, they have the options of office hours, parent-teacher conferences, weekly town halls in middle school, and weekly newsletters. Since the Covid-19 pandemic, teachers have also been able to communicate with parents more seamlessly through Google Classroom and Zoom. When parents want to engage with their school leaders, the school provides opportunities such as monthly Cafecitos (Coffee with the Principal), monthly town halls or Principal’s council, weekly newsletters, parent education series, and 1:1 calls/meetings as needed. We have all the necessary structures in place to engage with our stakeholders. We also offer these opportunities in both morning and evening events, to accommodate different types of work schedules. However, the families who engage tend to be primarily English-speaking, white, and/or families who do not qualify for free and reduced-price lunch. West Valley is thinking in creative ways to bring more “brave spaces” for underrepresented families to engage. These spaces can specifically cater to underrepresented groups--whether via affinity spaces or language-supportive spaces - as an example, we have implemented this year Spanish-speaking coffee socials in the elementary. Additionally, we are exploring next year to continue the use of Zoom as it provides live translation opportunities. Lastly, as a school, we have a strong practice of implementing policies, procedures, and values that focus on building relationships, and also provide guidance regarding any possible conflict and its resolution process through our CWC core values, family handbook, and formal complaint procedures.|As a region, CWC has invested a lot of resources in developing new ways to engage our community during the pandemic. Even as we phase out of many of the restrictions, there are best practices we have adopted that have amplified the parent/school relationship and we intend to continue with these in the new year. The most obvious shift that has been incredibly successful has been the use of Zoom. By creating a simple way for families to engage without having to come on-site, Zoom has made it much easier for families to connect with school events. We also engaged in new tools for easy feedback such as Possip, where parents can give feedback via text. Possip strengthens schools and communities through the power of quick and actionable feedback. The text message format translates into every home language and is accessible without having an email address or app on your phone. For written communication home, we have adopted ParentSquare that allows communications to be automatically translated and also has an app component. Beyond these tools, we have regular parent engagements scheduled at various times to accommodate the different scheduling needs of parents. Examples of these are parent/teacher conferences, parent town halls, parent education series, high school informational meetings, and 1 on 1 high school counseling meetings for 8th-grade students. Improving our engagement with parents whose primary language isn’t English is a continuous focus. While we are improving our written communication translation practices, we must continue to create opportunities for non-English speaking families to engage in dialogue with the school. To continue strengthening these efforts, we are hiring an additional community associate to support families in being engaged and connected with school events. Additionally, we will be utilizing Zoom’s feature that allows for families to listen in to meetings while having it translated live.|4|4|4|4|4|4|4|3|3|3|3|3|2021-06-21||2021 19647330140004|El Rio Community|3|The All-Community Group worked on fundraising to support the school, raising over 120K this year, Executive Director started a Diversity, Equity, and Inclusion Working Group, held two meetings and conducted a survey and is planning professional development for staff and parents, many Zoom meetings and surveys to provide opportunities for stakeholder feedback, and family engagement activities included Zoom festivals, family game night, parent education evenings with speakers...we look forward to making sure all underrepresented groups are part of the plan, design, implementation, and evaluation of more family engagement activities next year.|Because families were frequently supporting their students at home during distance learning, El Rio used this opportunity to partner with families and provided instructional coaching/information on how they could support their children’s learning at home. We held fall and spring parent conferences and provided mid-year and end of year narrative reports for the parents to track student progress. We provided information on ChildFind activities for special education, invited and encouraged families to participate in the All-Community Group (PAC) and look at student achievement. Next year, we look forward to engaging underrepresented families by personally calling and inviting them to our PAC meetings and offering parents additional opportunities to engage with our Parent Coordinator, a native Spanish speaker. We also plan to offer a presentation on Special Education and our Student Success Team process for intervention and support.|As a new school that opened during the pandemic, we worked hard to build relationships over Zoom and focused on clear communication, lots of different ways to connect, and conducting surveys to get feedback in order to improve. Because everyone was new to the school, we really focused on welcoming everyone and providing events such as family game nights on Zoom to create opportunities to get to know each other. Through the use ParentSquare, we were able to offer families and the school a way to communicate that would automatically translate into one of 100 languages. We offered Spanish interpretation (the most spoken language besides English at our school) at some Zoom meetings, and offering interpretation and childcare at as many events/meetings as possible this coming year will hopefully help us better engage underrepresented families.|4|4|3|3|3|4|3|3|3|3|3|3|2021-06-28||2021 19647330140129|Ednovate College Prep 7|3|Parents provide important input and feedback on the governance and operation of Ednovate - College Prep 7 both informally and formally. Parents have the opportunity to participate in school decisions through parent volunteers, the School Site Council (SSC), and the ELAC. All offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC and ELAC analyze the dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. Our parent volunteers are supported with processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Ednovate - College Prep 7 staff provides logistical support to ensure that communication about SSC, ELAC, and all parent volunteering opportunities, meetings, and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to: Attend parent education programs Serve as mentors and volunteers Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly “Cafecito” meetings The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.|Ednovate - College Prep 7 holds mandatory parent-teacher conferences every quarter. ECP7 communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of ECP7’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through bi-weekly network-wide check-in and satisfaction surveys. At Esperanza we have created a school culture where parents and families are embraced as partners in the education of their children. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Ednovate - College Prep 7 philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments on a daily basis Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Ednovate - College Prep 7 Treat Ednovate - College Prep 7 faculty and staff with respect|We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (such as the School Site Council and ELAC committees), we regularly invite families to campus to build relationships at the school. In particular, we host monthly “Cafecito” meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channel (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students. In the 2020-2021 school year, we sent bi-weekly surveys to all families to best support them through virtual learning. This ensured we had a regular checkpoint to share feedback and enabled us to quickly iterate and adjust as needed in this very uniquely complex school year. Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647331931047|Birmingham Community Charter High|3|Birmingham Community Charter High School has made strong progress in the area of seeking input from parents in the decision-making process. Our LEA continues to make a focused and concerted effort to encourage parents to participate more fully in school decision-making opportunities through multiple advisory groups including School Site Council, English Learner Advisory Committee, Parent and Family Engagement Team, and Parent Teacher Student Association where teachers and other staff members build initiatives, create school policy and address the needs of all students. Parent input is also sought frequently through school-wide needs assessments and surveys and polls on topics of particular interest. Our college and career center hosts “College Knowledge” nights by grade level in English and Spanish to inform parents and students of the college journey, application process and financial aid options. Our Parent and Family Engagement Team (PFET) meets monthly to discuss and implement ways to increase parent engagement and participation in school events and school decision-making. Although we have made strong progress in increasing the capacity of our parents to provide input for decision-making, this remains a focal point and area for continued growth.|Birmingham Community Charter High School has made strong progress in building partnerships with the families we serve to promote better student outcomes. Our Parent Center provides parents with assistance with technology, enrollment, Aeries Parent Portal, Google Classroom and Parent Square as well as other resources available to them both at the school and in the community. The parents of African American students meet on a regular basis as the Black Parents United Coalition to connect with each other and exchange ideas while receiving assistance from African American school leaders in navigating the high school experience. We have an exceptionally low counselor to student ratio (280:1) so that counselors are able to provide frequent checks on students’ academic progress and social-emotional indicators and communicate regularly with parents. Students are supported by a team of professionals at the grade level including the administrator, counselors, dean and a PSW who all work in concert with the family for the greatest good of the student. Written translation is provided for all documentation and oral translation is provided for all non-English speaking parents. Our grade level Student Support and Progress Team (SSPT) meetings involving grade level support staff and several teachers and family members have proven to be very successful for struggling students. This has been identified as an area of strength that we plan to leverage and expand.|Birmingham Community Charter High School has made strong progress in the area of building relationships with parents and families. Our LEA continues to make a focused and concerted effort to increase contact with parents, create more opportunities for meaningful engagement with the families of unduplicated and underrepresented students and provide a welcoming environment for all families. Our parent center offers technology assistance, enrollment assistance, adult ESL and parenting classes to increase engagement and improve the home-to-school connection with underrepresented families. Parents have many opportunities to engage in 2-way communication with educators including PTSA, Coffee with the Principal, Parent Square communication platform, the Parent and Family Engagement Team and Student Support and Progress Team (SSPT) meetings. We also sponsor many teacher-driven student recognition ceremonies including Reclassification and Multi-lingual celebrations that are well attended by parents and students. Teachers and counselors are encouraged to respond to parent phone calls and emails within 24 hours. We have also been providing staff with training to better understand families that have historically been marginalized and we have identified this area as a focal point for continued growth and improvement.|4|4|3|3|4|4|4|4|5|5|4|4|2021-10-30||2021 19647331933746|Granada Hills Charter|3|"Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: • Operations Standing Committee • Curriculum and Instruction Standing Committee • Student Services Standing Committee • School Site Council • Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals as well as Local Control Accountability Plan (LCAP) goals are offered at the following meetings: • Parent Advisory Meetings • Parent Ambassador Meetings • Athletics Parent Meeting • PTSA • Parent Workshops The Stakeholder Survey is implemented every year and facilitated by Columbia University. Trends are identified for intervention around school climate, school safety, academics, communication and instruction. The results are communicated throughout standing committees and is a focus in the School Site Council. Results are also distributed to staff and posted on the website. Parents suggestions and feedback are brought forward to standing committees for integration into the LCAP as well as policies and procedures. Through the implementation of the annual stakeholder survey and the surveys given to all stakeholders who come to the meetings/workshops/intervention opportunities, we encourage our parents to provide their thoughts. As we cultivate an open and engaging environment, parents feel comfortable to participate and request individual meetings with staff as well as attend scheduled meetings. We will also evaluate the effectiveness of our new two-way communication with parents through the POSSIP platform. GHC recognizes the need to increase two-way communication between school and families in order to address concerns, needs and recommendations provided by our families in order to meet the needs of all of our students, especially those underrepresented."|"The stakeholder survey, feedback (minutes from standing committees, Governing Board, School Site Council, parent workshops, parent advisory, English Learner Advisory Committee, and additional groups) help to craft policies that remain consistent and adapt to the community’s identified needs. Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: • Operations Standing Committee • Curriculum and Instruction Standing Committee • Student Services Standing Committee • School Site Council (SSC) • English Learner Advisory Council (ELAC) • Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals and the Local Control Accountability Plan (LCAP) goals are offered at the following meetings: • Parent Advisory Meetings • Parent Ambassador Meetings • Athletics Parent Meeting • PTSA • Parent Workshops • Dashboard Parent Meetings Parent Outreach: Charter school will host a minimum of three parent informational/activities/events per semester to seek encourage parent participation and seek parent/guardian input for decision-making. The implementation of the POSSIP platform for two - way communication between school and families was introduced in 2019-20. Parents are surveyed biweekly and can choose to have the communication in their identified home language. In addition to multiple choice questions, each survey has one open ended question for targeted feedback opportunities. For EL and RFEP pupils: Outreach and ELAC Parent Meetings will be held at least twice annually, services will be extended to provide for English translation and expansion of parent meetings to address the needs of the EL/RFEP parents (ELAC, parent workshops) and continue to encourage participation, parent education, empowerment and leadership."|"Academic Assessments used to Measure Student Progress: • College Readiness and Academic Performance Metrics • A-G Course Completion and Access to Advanced Courses • Graduation Rates by Student Group • College Enrollment and Persistence Rates • Final Grade Distribution by Student Group • State Assessment Results by Student Group • Internal Assessment Results by Student Group • English Learner Reclassification Parents receive notification around intervention services through emails, student announcements, individual phone calls and emails to identified families, flyers, calendar updates through the mobile application as well as push notifications, one-to-one conversations with parents and students. Intervention services are listed below: • Writing Center • Math Center • Parent Workshops • Academic Mentor Program for tutoring during the instructional day • After school and before school tutoring • Online tutoring services Targeted training around how to implement intervention services as well as how to analyze data and identify need and present information to stakeholder groups, happens throughout the summer and within weekly professional development meetings with all staff throughout the academic year. Consistent dialogue around the data occurs within professional development. At mid-year, all of the assessment data is presented to the Governing Board under the heading “Accountability Metrics.” The minutes are published for all stakeholders to access. GHC will provide the following necessary coordination, technical assistance, and other support in planning and implementing effective parental involvement activities, information about Title I and access to student academic achievement and school performance: • Parent communication through, report cards, school and student assessment results, student communication, parent-teacher-counselor communication, school website, eSchool Home Access Center, the School Accountability Report Card, the College Office, the Counseling Office, parent groups such as PTSA and ELAC, SSC. • A Parent Liaison was hired to provide daily communication with students who are asked to quarantine because of COVID-19. This position maintains daily communication with quarantined students, their parents, and administration to relay important information and ensure the quarantined students able to access the academic and social-emotional supports the school provides. GHC will, with the assistance of parents, educate its teachers, administration, and other staff, in how to reach out to communicate with, and work with parents as equal partners by: • Providing professional development to school staff using school and community resources, professional resources, and parent speakers. • Encouraging and fiscally supporting school staff in the attendance of workshops and conferences that focus on parents as equal partners."|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-25||2021 19647336017016|Fenton Avenue Charter|3|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school. The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory councils and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources. The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance. The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Councils, and Fenton Charter Public Schools Board Meetings. The progress of students is tracked using the Illuminate database system. The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide to determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources. The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success. Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647336019079|Santa Monica Boulevard Community Charter|3|The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school. The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory councils and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources. The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance. The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Councils, and Fenton Charter Public Schools Board Meetings. The progress of students is tracked using the Illuminate database system. The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide to determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources. The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success. Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 19647336019715|Vaughn Next Century Learning Center|3|Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn chose to utilize a School Experience Survey to gather direct feedback from the parent community, in particular to learn about parent perceptions and use of school resources, the overall health of the vital relationship between parent and teacher, and to gather key information for iterative and ongoing school improvement. The information gathered from the survey will also continue to inform the development of Vaughn's LCAP, as parent engagement is clearly measured through parent participation in school events and conferences.|Vaughn seeks to engage with underrepresented families by using multiple methods ranging from online surveys, in person opportunities, virtual opportunities, and paper methods. Furthermore, Vaughn also hosts meetings for parents during evening hours to accommodate working parents who may not be available during the day. Vaughn has also implemented a schoolwide communication platform ParentSquare that facilitates communication and participation in an app that can easily be accessed through a smartphone which the majority of our families use. This app also has translation feature that allows both school staff and parents to communicate in their native language and then translates the communication into the recipients native language. In order to continue to improve engagement of our underrepresented families we will provide recordings of meetings that parents may miss on our website for access anytime. We will also work to strengthen inclusion of our Family and Community Center Coordinator to provide wholistic support for engagement of all stakeholders.|Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn chose to utilize a School Experience Survey to gather direct feedback from the parent community, in particular to learn about parent perceptions and use of school resources, the overall health of the vital relationship between parent and teacher, and to gather key information for iterative and ongoing school improvement. The information gathered from the survey will also continue to inform the development of Vaughn's LCAP, as parent engagement is clearly measured through parent participation in school events and conferences.|4|5|4|5|4|4|5|3|4|4|4|3|2021-09-29||2021 19647336112536|Accelerated|3|"Strengths: ? Parent Advisory Committee meetings held monthly to provide parents space to provide feedback and make recommendations ? Parent workshop topics were derived from PAC recommendations Areas of Progress: ? While PAC meetings were held and space was provided for feedback, the next step is to empower families to use their role in decision making for the school."|"Strengths: ? 91% of staff indicate that the school provides professional development, feedback and coaching ? 95% of staff indicate that we have rigorous expectations ? Coaching/Evaluation Cycle in which each teacher is observed and provided a coaching session at least once every two weeks by a coach or evaluator. Teachers are provided continual feedback ? Have a cycle of data analysis in which grade levels work together to determine best practices to support student learning and growth ? Held several parent workshops in areas of math, reading and technology to support families with helping their child at home Progress Areas: ? Continue to develop academic and behavior supports for students. This would include academic intervention, stress management, and family education"|"Strengths: ? Increased parent engagement through weekly workshop with topics that support families with how to help their child with stress, math reading, technology ? 89% of families state that the school values, students, families and staff ? 81% of families state the school has Improved school climate ? Students, Parents and Teachers meet 3 times a year to set goals for the students Progress Areas: TAS will Continue to build upon our family engagement plan to involve activities that allow for staff, families, and students to learn about each other’s cultures"|4|4|3|4|4|4|4|4|4|3|3|3|2021-06-17||2021 19647336114912|Watts Learning Center|3|Areas of Strength: • SSC/ELAC Training for parents and families • Frequent parent and family surveys to seek input and feedback • Coffee with the Directors • SSC/ELAC Meetings • LCAP Information Meetings for Parents • LCP Development and opportunities for feedback in Parent Meetings • Reopening Committee with Parent representatives who aided in the development of the plan Areas for Growth: • Development of Parent Advisory Groups to support specific family needs • Encourage parent participation in workshops focused on specific school needs • Encourage parent and family participation in school’s professional development to align home-school connections|Areas of Strength: • Family Math Night • Parent Meeting: Information about SST, IEPs and 504s • Parent University • Parent Council Teacher’s Report • Parent Trainings for Google Classroom and Zoom • Parent Workshops focused on relationship building and communication • Progress Report Meetings • ELD Report Cards • IEP Progress Reports • PowerSchool Portal for parents to access student academic progress • Teacher weekly engagement with parents and families Areas for Growth: • Ongoing support and information regarding legal rights, UCP, and Advocacy|Areas of Strength: • Power My Learning Parent Workshops supporting building relationships • Parent Workshops focused on relationship building and communication • Hosts Community Connection events to support families during the Pandemic • Implementation of of Google Voice and Parent Square to support our Spanish speaking families • Teacher facilitated office hours held Mon.-Thu to parent and/or student check-ins • Ability to connect with families in their language of preference with Parent Square • Coffee with the Directors to support mental wellness of our families • Monthly Parent Council Meetings via Zoom with Interpretation services available • Wellness Checks Bi-Weekly Areas for Growth: • Solicit on-going feedback from families on how best to support and communicate with families • More frequent classroom opportunities for teachers and families to connect and build meaningful relationships|4|5|4|5|5|5|5|4|4|3|4|3|2021-06-29||2021 19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|3|PUC CCMS/CCECHS facilitate collaborations with administration, families, and teachers to identify, plan, design, implement, and evaluate activities at the school site level. PUC CCMS/CCECHS facilitate quarterly SSC and ELAC meetings, Coffee with the Principals, and quarterly parent surveys are distributed throughout the school year. A focus area for development would be supporting all family members to effectively engage in advisory groups and with decision-making. While we understand that not all parents can come at the same time, we are constantly asking for feedback on how we can improve our practice to accommodate our current families work schedule. In partnerships to use live time data, we also want to make sure we are supporting our subgroup parents by reaching out to them personally and inviting them to special family school related events. Having our teachers make meaningful connections. An area we would like to use to increase their voice is through the SSC/ ELAC committee.|PUC CCMS/CCECHS develop a yearly Family Engagement Scope & Sequence that provides numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These monthly events include Back To School Night, Winter Arts Performance, Parent-Teacher Conferences, Student-Led Conferences, Spring Arts Performance, Academic Award Assemblies, Coffee with the Principals, and Data Nights. One area of focus we would like to do is make our parent events more personable by giving depth vs breath. One way we plan to see it come to action is by making quarterly parent conferences over a two day span for parents to connect with teachers in a more personal level rather than a family night.|PUC CCMS/CCECHS creates opportunities for administrators, teachers, and classified staff to learn more about our families and how to cultivate positive relationships with them. PUC CCMS/CCECHS facilitates multiple professional development for faculty and staff that allows for them to learn about school demographics and the families in which they serve. Additionally, PUC CCMS/CCECHS facilitates multiple parent-teacher conferences, Family Success Team meetings, monthly parent meetings with school admin, and Data Nights that allows teachers, parents, and students to set academic goals and provide a safe space for parents feedback. Due to remote learning, we have implemented quarterly family surveys to highlight areas of achievement and focus. Furthermore, many of our faculty and staff are bilingual, but we also provide translators during all parent meetings when necessary. All parent communication is sent home in two languages-English and preferred language. An area of focus we would love to continue to grow is in the area of ensuring we are receiving live feedback from all stakeholders (students, parents, and staff) to ensure we are supporting the families of today and tomorrow. Besides the PUC Schools online survey, we would like to conduct our own internal survey at key points in the school year to ensure we are meeting the needs of the community we are very PROUD to serve.|5|5|5|5|5|4|5|4|4|4|4|5|2021-06-11||2021 19647336117048|ICEF View Park Preparatory Elementary|3|Each year we look to engage families in our school-based committees. We have 3 strong running parent groups, Parent Advisory Committee, Special Education Parent Group as well as an English Language Learner Support Group. These groups provide input, analyze programs and provide parental support. In these meetings, parents receive a first-hand look at the inner workings of our school. This is also an opportunity for parents to bring suggestions, and ideas to the school in order to enhance our academic program.|View Park trains all Staff on effective ways to communicate with families. Many of those training includes multiple ways to engage in family communication, social and emotional learning, behavior, Culturally Responsive parent engagement, etc… All staff including teachers and our operations team research resources within the communities that provide educational, financial, and health support for our families. Throughout the year View Park hosted 2 scheduled parent-teacher conferences, however, teachers are both required and encouraged to have as many meetings with parents that surround academic progress and behavior are needed. Students who are struggling are placed on an RTI plan where the teacher, student and families meet regularly to discuss progress or continued needs. We found that parent meetings increased with the use of virtual meetings during the 2020 - 2021 school year and will continue that in the 2021 - 2022 school year. Based on the needs of students we will also conduct as many home visits as necessary to support families and students in order to build relationships and provide in-home interventions. View Park values family input and provides panorama and Embrace the Mind surveys 2 times a year for all of its parents. The surveys give the parents the opportunity to share their thoughts with school and CMO staff and make suggestions as they see fit. Families are also welcomed to contact the school anytime to voice concerns. They are made aware of our Uniform Complaint Procedure at the beginning of the school year and are encouraged to contact the school if they encounter any issues.|View Park is a school community that prides itself on working as a village with all of its stakeholders. We provide multiple opportunities for families to engage within the school community. Teachers and staff are both encouraged and reminded to connect with families in order to support strong relationships that promote partnership for student learning and development. We pride ourselves on being a resource to families. We communicate weekly about the ongoing activities through our weekly newsletters and telecommunication app. Due to virtual learning teachers created classroom websites and used class dojo as a formal way to communicate to parents on a regular basis. This allowed for clear communication and collaboration so that both the school community and the home can work together to ensure student achievement. View Park provided school-wide virtual activities and events, throughout the school year. These events include a number of my grown-up and activities where families are baking, painting, etc. The event was hosted via Zoom and that materials were available for pick up at the school.|4|4|3|4|4|5|5|3|4|4|3|3|2021-06-17||2021 19647336119044|Multicultural Learning Center|3|MLC has strong participation in our Advisory Council and ELAC including staff and parents. We create our own process and agendas and school leaders could benefit from some professional development in strategies to engage participants and conducting focus groups. We do an excellent job with surveys and have high participation from staff and families, however could improve in our capacity to analyze and share data in an effort to meet needs and goals. We could also improve in our outreach and preparation of families to participate in strategic planning so they feel more confident joining those opportunities and we can hear from more voices. We also hold informal parent stakeholder opportunities throughout the year in order to continuously seek input from families.|At MLC we have very high participation in parent-teacher conferences and are able to share student data and feedback with parents. We are also very transparent in regards to parents knowing their legal rights and encourage parents to be advocates for their students. We do offer a variety of parent workshops throughout the year to support parents in their ability to support student learning, however this is an area we could approve by creating more diverse offerings to meet a variety of needs and to increase participation in the workshops and supports we do offer to ensure we are reaching all parents.|MLC’s strengths in this area are the multiple opportunities we provide throughout the school year to engage and communicate with parents. In this past year we held several parent meetings and forums in addition to weekly posts using our Parent Square Platform from teachers and school leaders. As a school created with the intention of inclusion and diversity, we focus professional learning on empowering staff with tools for learning about their students and the families’ cultural, socio-economic, and linguistic backgrounds and this focus in present in our curriculum and instruction. Our staff is bilingual in English and Spanish and are able to communicate with all families in the language they understand. There are many opportunities for family engagement built into the curriculum – including learning about family histories, inviting parents and grandparents as guest speakers and volunteers in the classroom, and school-wide events for the whole family, including picnics, movie-nights, and holiday celebrations. Two-way communication is made possible with our Parent Square application, as well as the use of email and telephone, weekly flyers, and our website – all communicated in English and Spanish. An area of growth is engaging all families – many times outreach is not effective and we have difficulty making connections with families. With the new experience teaching virtually we had the advantage of visiting homes via ZOOM which allowed us a new lens of the challenges families face in terms of being able to communicate and connect with school staff. We are looking to see how we can work smarter, with more compassion and understanding of the limitations families face to reach the families that are more difficult to connect with|5|5|4|5|4|4|5|5|4|4|5|5|2021-06-24||2021 19647336119903|Downtown Value|3|To assist in the development of various plans, parents, teachers, and staff are involved in the decision-making process through a variety of mediums. Parents are surveyed to provide feedback with how the school could best support their students. In addition, parents are consulted at both a monthly meeting with the Parent Coordinator and at ELAC meetings with parents of students of English Learners. Parents share ideas of how the school plans to best address all the needs of students, so that parents and teachers could provide feedback in constructive ways. Furthermore, school-wide data was presented to help stakeholders make informed decisions about students' needs by subject. While Downtown Value has these opportunities for decision-making input, there is still room for growth. The school sends electronic messages home to parents about events at school and the Parent Coordinator sends home flyers for events as well. In addition, the principal hosts Coffee With the Principal where parents can be informed about events at school and voice their concerns. While these supports are available, parents are still encouraged to interact with their child’s teacher and school administrators to further their child’s educational goals and opportunities.|DVS has various committees where we provide our parents with the opportunity to participate and provide input such as School Site Council (SSC), Parent Teacher Organization (PTO), as well as English Learner Academic Committee (ELAC). Our School Site Council is composed of the principal and representatives of: teachers, school personnel, parents, and pupils. The School Site Council develops the Single Plan for Student Achievement (SPSA). The SSC must approve the plan, recommend it to the local governing board for approval, monitor its implementation, and evaluate the effectiveness of the planned activities at least annually. Our ELAC committee is responsible for advising the principal and staff on programs and services for English learners and the School Site Council. The ELAC shall assist the school in the development of: - The school’s needs assessment. - Ways to make parents aware of the importance of regular school attendance. Parents of English learners comprise at least the same percentage of the ELAC membership as English learners constitute of the school’s total student population. For example, if 25 percent of the students in a school are English learners, then parents/guardians of English learners must comprise 25 percent of the ELAC membership. Other members of the ELAC can be parents/guardians, school staff, and /or community members as long as the minimum percentage requirement for English language parents is maintained. Our PTO board is a parent board which serves the more immediate needs of the school during the year. This board consists of a President, Vice- President, Secretary, and Treasurer, School Safety Chair, Facilities Chair, and Social Activities Chair. Terms are for two years, unless elected individual cannot or does not fulfill obligations of the office. Elections for open positions are held in the fall. Meetings are held monthly (or more often if needed) during the school year. Meeting times are publicized beforehand, and agendas posted near the front office. All parents are encouraged to attend meetings; however, only board members vote on action items. Visiting parents have time at each meeting to speak of concerns about the school. One way to start improving is by assessing present practices. By evaluating what practices are currently working and identifying how to best communicate with parents and build a relationship with all stakeholders, we can improve our parent-school partnerships.|A community grows from common ideals and shared experiences, and is composed of individuals who genuinely care and seek good for each other. In a nurturing community, everyone belongs and feels valued; each person feels secure and is supported in efforts to grow in their own way. Each morning our students recite, “we believe that working together we can do more than we can do by ourselves”. This statement is not just for our students; Value Schools believes that parents are an essential part of building a strong, safe learning community. One of the ways we ensure that every parent is involved with their child’s education is by encouraging parent participation such as - attending classes sponsored by the parent center on various topics such as discipline, curriculum, technology health, and more. - volunteering to teach classes to students or other parents - attending monthly school-wide meetings such as PTO, School Site Council, or Coffee with the Principal - attending parent conferences - chaperoning field trips - leading a small group activity in your child’s classroom - organizing fundraising events like Fiesta or after school sales - beautifying the school campus By becoming actively involved on campus each year, parents strengthen their ties to the school and to other other families. They learn strategies to support and teach their child at home and contribute to the overall growth of the school. Parents provide support in times of trouble and celebrate successes together. Teachers, parents, staff, and students are all part of the same team that takes ownership of the great achievements that happen here at Downtown Value School. While Downtown Value does have multiple mediums for communicating with parents, there is still room for growth. While Parent Participation Hours are not legally required, they are highly encouraged at Downtown Value School. While we know that parents work and many of them do not have the opportunity to take part in committees or provide services to the school, the school provides various volunteering opportunities during the day and on weekends for parents to be involved as indicated in our parent involvement policy.|4|5|5|5|4|5|5|5|5|5|5|5|2021-06-04||2021 19647336121081|ICEF View Park Preparatory Middle|3|Each year we look to engage families in our school-based committees. We have 3 strong running parent groups, Parent Advisory Committee, Special Education Parent Group as well as an English Language Learner Support Group. These groups provide input, analyze programs and provide parental support. In these meetings, parents receive a first-hand look at the inner workings of our school. This is also an opportunity for parents to bring suggestions, and ideas to the school in order to enhance our academic program.|View Park trains all Staff on effective ways to communicate with families. Many of those trainings include multiple ways to engage in family communication, social and emotional learning, behavior, Culturally Responsive parent engagement, etc… All staff including teachers and our operations team research resources within the communities that provide educational, financial, and health support for our families. Throughout the year View Park hosted 2 scheduled parent-teacher conferences, however, teachers are both required and encouraged to have as many meetings with parents that surround academic progress and behavior are needed. Students who are struggling are placed on an RTI plan where the teacher, student, and families meet regularly to discuss progress or continued needs. We found that parent meetings increased with the use of virtual meetings during the 2020 - 2021 school year and will continue that in the 2021 - 2022 school year. Based on the needs of students we will also conduct as many home visits as necessary to support families and students in order to build relationships and provide in-home interventions. View Park values family input and provides panorama and Embrace the Mind surveys 2 times a year for all of its parents. The surveys give the parents the opportunity to share their thoughts with school and CMO staff and make suggestions as they see fit. Families are also welcomed to contact the school anytime to voice concerns. They are made aware of our Uniform Complaint Procedure at the beginning of the school year and are encouraged to contact the school if they encounter any issues.|View Park is a school community that prides itself on working as a village with all of its stakeholders. We provide multiple opportunities for families to engage within the school community. Teachers and staff are both encouraged and reminded to connect with families in order to support strong relationships that promote partnership for student learning and development. We pride ourselves on being a resource to families. We communicate weekly about the ongoing activities through our weekly newsletters and well our telecommunication app. Due to virtual learning teachers created classroom websites and used class dojo as a formal way to communicate to parents on a regular basis. This allowed for clear communication and collaboration so that both the school community and the home can work together to ensure student achievement. View Park provided school-wide virtual activities and events, throughout the school year. These events include a number of my grown-up and activities where families are baking, painting, etc. The event was hosted via Zoom and that materials were available for pick up at the school|4|4|3|4|4|5|5|3|4|4|3|3|2021-06-17||2021 19647580000000|Los Nietos|3|Los Nietos School District provides many opportunities for parents to provide input for decision making. Each school site has active School Site Councils, English Language Advisory Councils, and Parent Teacher Organizations to provide input for a host of site level decisions. At the district level, the Superintendent has held many Superintendent’s Parent Advisory Group meetings to provide input and a voice directly with our superintendent. The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities. The Whittier Area SELPA Community Advisory Committee also gathers parent input for families with students of disabilities and provides vital input in the district’s special education program. These different opportunities provide more awareness and understanding about their child, the importance of their children’s education, and ways to get involved. Developing these groups remains a primary area of focus. An area of improvement would be to increase parent participation in all activities and to find better ways to bring them in as part of these groups.|The Los Nietos School District has made a significant amount of progress in building relationships with families. Prior to the COVID -19 pandemic and restrictions issued, families were integral parts of school recognition assemblies and events. The District offers a variety of parent education events with a full range of topics, which are conducted in English and Spanish via Zoom. As we move into the new school year, we anticipate restrictions easing along for more in-person activities. This year, more than ever before, Los Nietos School District continues to reach out to families in need. LNSD has worked to improve communication with a Superintendent’s Newsletter, District websites, and social media accounts that promote activities at school sites and the district. All schools are communicating in English and Spanish via correspondences and announcements about meeting opportunities for parents to meet and talk about their children. All schools have active Parent Teacher Organizations to engage parents in their respective schools. Los Nietos School District goes to great lengths to provide meeting opportunities to parents to meet and talk about their student’s academic or social-emotional progress. Los Nietos works diligently to ensure that English Learners, Foster Youth and Low Income families are provided with the necessary resources to support their students at home.|The Los Nietos School District strives to empower students to create, utilize, and develop self-advocacy skills to become productive members of society. We support students to value themselves and others through engaging, relevant, and rigorous education. Teachers have direct and consistent communication with families creating close relationships and cooperation. Although COVID did have a huge impact on maintaining and developing relationships across families and parent groups, our teacher/family connections remained strong during this period.|4|4|4|4|4|4|4|4|4|4|4|3|2021-10-20||2021 19647900000000|Monrovia Unified|3|The LEA and the schools are doing a very nice job working with families in the advisory groups and councils to receive input on decision-making. The schools need to improve upon getting input from the larger groups of parents. Open meetings with clear and simple invitations need to be done in the primary language of the families so that they can participate in the decision-making process.|Individual teachers are doing a wonderful job connecting with parents and creating a partnership to support student learning. The schools and the district on the large scale need to create more opportunities for these types of interactions and opportunities for parents to partner with the school. Opportunities need to be communicated and offered in a language and manner that is comprehensible to all families.|Some schools have very strong programs for engaging families and building those strong relationships. We will continue to improve regular communication and have regular opportunities for all families to join with the LEA staff in working towards better engagement for all. Many families need opportunities in their own language with supports to ensure that they are understanding the reason for being a part of the school to home connection.|4|4|4|5|4|4|4|3|5|4|3|3|2021-06-10||2021 19648080000000|Montebello Unified|3|A number of parent groups are in place throughout the District and at school sites which create an environment of planning and discussion through a collaborative process. Advisory groups which include parents and school and District administration and staff are in place and have sustained active engagement and parent participation throughout the years. Parents are included in the decision making process and have a voice through committees such as LCAP Advisory, DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members and are able to access information through school and District website, Blackboard, parent handbook and school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups. An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families.|Montebello Unified School District provides families with the opportunity to meet with teachers, school site administration and District staff to discuss student progress and any areas of need or concern. Meetings with parents are scheduled as needed and throughout the year including during Back to School Night, Parent Conference week (held twice a year), and Open House. School sites at the secondary level are staffed with counselors who discuss student’s academic, social, and emotional needs. MUSD has a Parent Handbook available to all parents. The Handbook is updated annually and contains pertinent information on schools and the District. MUSD will continually look to find ways to include all parents and address the concerns of parents who still may not feel comfortable attending parent meetings or participating in Advisory groups by making parent phone calls and finding highly motivating ways to include all stakeholders.|Montebello Unified School District provides families and the community with opportunities to build partnerships with schools and staff through various events held throughout the year. Families and students are invited to events during the school year to learn about school programs, educational opportunities and participate in parent education classes. Translation and interpretation is provided for families at all meetings and events. Various opportunities include the Montebello School District Overview, the district Showcase event, the Students in Action Day, and the College and Career Readiness Fair. Parents are encouraged to attend site meetings such as Coffee with the Principal and sign up for PTA and Parent Committees. MUSD will continue to reach out to families through the use of the District and School website and Blackboard messages. An area of growth for the District is in ensuring that all families have updated contact information in the PowerSchool SIS system and that those contacts are synced with the Blackboard system to improve one- and two-way communication.|4|4|4|4|4|4|5|4|5|5|5|4|2021-06-16||2021 19648160000000|Mountain View Elementary|3|Strengths- Partnership Action Teams at each school site meet regularly to review school programs and activities. Translation services are provided for Vietnamese, Mandarin, and Spanish-speaking parents. Focus area for improvement- increase engagement of our Asian parent community in school and district committees through continued translation services and increased personalized outreach. Additionally, we are considering specialized programs and services for our underrepresented parent groups.|A strength is this area is our Parent Academy Leaders are trained to provide workshops to families and community members on topics such as: Maslow's Hierarchy of Needs, How to Access US Education, Supporting Your Child in Core Subjects, and How to Partner with the District. One area of improvement is to expand this program to provide more opportunities for parent leadership and workshops to all families.|Our strengths include our Family Center, Parent Trainers, Partnership Action Teams, and community outreach. The focus area of improvement is using community-based assessments to identify family and child needs to provide targeted services and supports.|5|4|3|4|5|4|5|4|5|5|3|5|2021-06-24||2021 19648320000000|Newhall|3|This area has been rated as full implementation (4) as we have many opportunities for input and collaborative planning and analysis of actions, but we also feel we can do more to create systems for the ongoing collection of input. All school sites effectively engage families with decision making through advisory councils such as the ELAC and School Site Councils. These groups receive the support necessary to understand their role as advisory bodies and give input, review school site plans, budgets, and site goals. Parents participate in the development of the LCAP, review outcomes and provide feedback on the goals and actions that are in place. They share their ideas for future actions and these guide the district’s actions for the new LCAP year. While parents are involved at a school site level, there have been less opportunities for them to plan, design, implement and evaluate family engagement activities at the district level. This would be a next step action for the district.|All aspects of these areas have been rated a 5 for full implementation and sustainability. It is a priority of the district to have strong partnerships with our parents and families. Partnerships are built when there is an understanding of one another and at our school sites and the District we seek to understand and inform. Collectively we work to ensure that all school staff are welcoming and engage with families in trusting and respectful ways. The focus of all communication is a 2-way dialogue between families and the school district and school sites and care is taken to translate communication and events so that parents can participate. Annually, a school effectiveness survey is sent to all families. During the 2020-21 school year, 2047 responses were received and 95% of the respondents indicated that “My child’s school encourages me to participate in school activities.“ Site personnel seek to understand and support families and each site has a community outreach staff position which serves as the first point of contact for any need. Opportunities for communication exist in a variety of ways from individual conferences, groups such as PTA/PTO, Foundations, and Advisory Councils such as English Learner Advisory Council (ELAC) and School Site Council. At the district level, the Superintendent meets monthly on school sites to communicate with families. A district magazine, School News, goes home quarterly. The SEAC and the new LCAP Advisory Council also provide additional opportunities to partner with parents.|This area of relationship building between school staff and families was found to be a level 5 (full implementation and sustainability) in all aspects. Working collaboratively with our parents and guardians is a priority for the District. Newhall School District has an active parent community and participation is strong at all ten school sites including among underrepresented families. Site administrators collaborate on best practices in parent engagement and offer a wide range of opportunities for parents to engage with school staff and one another. Specific events are held at school sites on a variety of both academic and social topics. These events continued to be held virtually during the 2020-21 school year. District sponsored events support families in understanding the demands of the state standards and in their important role of assisting in student learning in the home. One example of this would be the workshops such as the Positive Behavior and Intervention Support workshops provided during the pandemic which supported academic and social-emotional supports. . Recently with the rise of newcomer families, schools have offered various workshops for parents and their children at which site administrators explain the school policies and procedures, and give families a chance to share their story, and any concerns. During a typical year, parent nights are held district wide on supporting math, science and literacy development though family events sponsored by our GDAC and DELAC. In addition, we have continued our partnership with the College of the Canyons who provided English as a Second Language college classes virtually this year and will continue with school site classes in Fall of 2021. In communicating student outcomes, goal setting and conferences are held twice a year and sites hold other parent workshops and communication sessions as appropriate including home visits. Parent guides which explain the expectations of the state academic standards are sent home. Our Superintendent meets monthly with parents during his “Superintendent Chats”. This is an opportunity for parents and guardians to hear about district policies, events, and issues. It is also an opportunity for them to raise issues that concern them. Quarterly, the Executive Cabinet meets with site level PTA/PTO and SSC Chairs. The concept of advocacy for our families, especially those that are underrepresented, continues to be an area of focus. .A targeted focus on identifying and supporting our homeless students began last year. Our numbers grew from 15 students in the prior year to 165. Resource centers have been created at two school sites for their students and there is one additional District Resource Center as well. Parent advisory groups are in place including the Special Education Advisory Council (SEAC), which is in its 2nd year, and the District English Learner Advisory Council. A new LCAP Advisory Council has been formed.|5|5|5|5|5|5|5|5|4|4|4|4|2021-06-22||2021 19648400000000|Norwalk-La Mirada Unified|3|NLMUSD parents are provided with training in leadership at school sites and district parent center, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes. Parents are provided resources and information needed for their child to be successful. Stakeholders are encouraged to attend School Site Council and local and district English Language Advisory Committee meetings to offer feedback and to be informed of school policies and spending measures. ELAC and SSC meetings are held on a regular basis. The site does continuous message blast using PowerSchool to update the community on all current events and news items. At the district level, an in-depth analysis of the LCAP’s goals and actions were conducted by several stakeholder groups. The stakeholder groups analyzed goals, implementation, outcomes, and data through a number of activities including discussion, charting, presentations and guiding questions, all done virtually. Special attention was given in aligning the LCAP with stakeholder input, the Superintendent recommendations and Board of Education goals. Many of the opportunities for parent engagement take place at the local school level. Additionally our district has provided classes for parents based on their input. At all classes and events, the district provides access to in house translation services for both live and remote events.|NLMUSD is building partnerships to improve the engagement of parents and stakeholder to positively impact student outcomes. We have consulted with stakeholders in meaningful ways even through the pandemic. We use zoom meetings, focus groups, and surveys to gather information and input. We will continue to seek new ways to support our families as we sustain what we have started: parent engagement across the district, collaboration and input requests from our parents and families, as well as opportunities to share goals for their children via surveys, phone blasts, direct calls, and our websites. The stakeholder groups analyzed goals, implementation, outcomes, and data through a number of activities done virtually. The stakeholder group asked questions and were involved in the planning process and analysis of the LCAP/Annual update a number of times in meetings. Special attention was given in aligning the LCAP with stakeholder input, the Superintendent recommendations and Board of Education goals. NLMUSD provides College and Career Expo as a service for our students and their families. Our students benefit from learning about College and Career opportunities available to them to help with their personal goals and future careers.|Norwalk-La Mirada Unified School District has continuously found ways to improve parent engagement by building relationships between school staff and families. Our teachers, administrators, social workers, counselors and Elementary Student Support Specialists (ESSSs) continue to develop and implement student and family outreach, monitor, and support students on a regular basis throughout the 2020-21 school year. Our LCAP Goal 4- Parent and Community Engagement ensures that we provide a welcoming school environment for families to increase parent and family engagement and involvement in decision making at their schools. We have provided multiple forms of communication to parents about their children's progress and the activities in the district in our parent’s preferred languages of communication (English, Spanish, and Korean). Parents have ongoing opportunity to learn about school programs that the district provides to give every student access to success in college and career.|4|4|5|5|5|5|4|5|5|5|5|5|2021-10-25||2021 19648570000000|Palmdale Elementary|3|Strengths & Progress: LCAP Stakeholder Meetings Superintendent’s Breakfasts DELAC/ ELAC, AAPAC, DPAC, School Site Councils, GATE Parent Meetings Parent Ambassadors Parent Focus Group for EL/LSE Roadmap Professional Development Surveys (for 20-21, events were held virtually) Results from Parent Surveys on Parent Participation & Engagement: 96% felt they had opportunities/ relationships/ committees for parent participation 94% felt district/ school creates strong partnerships 97% felt district/schools have increased parent/ family/ community partnerships Focus Area for Improvement: Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.|Strengths & Progress: LCAP Goal 3 – “Family and Community Partnership” Capturing Kids Hearts Parent Community Liaisons Parent/ Teacher Conferences - Virtual Infinite Campus Parent Portal LCAP Stakeholders, ELAC, DELAC, AAPAC, DPAC, Parent Center classes, Mini-CABE, Latino Literacy Program, Parent Institute for Quality Education (PIQE), Project 2 Inspire, English as a Second Language Parent Academy, CABE Newcomer Workshops, Tech Support and Mental Health WorkshopsParents were part of the extracurricular events and multicultural programs at the school site including the DELAC multicultural festival, the African American Unity in the Community meetings and African American Gala Night PSD continues to operate the central office parent center called the PSD Center for Parent Partnership PSD has increased school/community partnership with different organizations and agencies including Code Read Program, First Five, Walmart, Stater Brothers, Antelope Valley College, the High School District (for 20-21, events were held virtually) Parent Academic Initiatives – 19-20: 72 (5 schools doing Parenting Partners, others were AAPAC, DELAC, & DPAC) 20-21: 57 (3 schools doing Parenting Partners, AAPAC, DELAC and DPAC) Community Partnership Meetings - 19-20: 22 (Parent Ambassadors, Unity in the Community, Multicultural event, Gala, Cookout) 20-21: 21 (Parent Ambassadors, Unity in the Community, Multicultural event, Gala) Focus Area for Improvement: Providing families with information and resources to support student learning and development in the home.|Strengths & Progress: PROMISE strategic goal # 5: “Engage diverse families and communities in powerful learning and collaboration.” Capturing Kids Hearts Parent Community Liaisons Interpreters/ Messages translated Foster Youth Programs Homeless Support Parent Advisory Groups: AAPAC, DELAC/ELAC, DPAC, GATE Improved communication protocols with, Parent Square, Peachjar, Twitter, Facebook, press, multicultural events, radio program For 20-21, events were held via social media/ meeting platforms. Survey Results: Home School Communication (19-20): 92% felt schools/ district communicate well Feel welcomed when they visit (19-20): 96% most or all of the time 20-21 Survey comments reflected the opinion that PSD has been proactive in engaging the community despite a global pandemic. Focus Area for Improvement: Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|4|4|4|4|4|4|4|3|4|4|4|4|2021-06-15||2021 19648570112714|Antelope Valley Learning Academy|3|We take pride in engaging in the cycle of continuous improvement. Each month we engage the staff in progress towards our goals and areas of opportunity. To help solidify the most appropriate actions towards these steps, we survey and interview our students, parents, and partners for input and feedback. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 97% responded that they agreed and strongly agreed. Examples of this engagement are activities like PAC/ELAC meetings, Awards Night, Financial Aid Workshops, parent-teacher-student conferences, Open House, and Town Hall meetings. The pandemic was an obstacle early on last year, and our Parent Advisory Committee meetings decrease in attendance. We actively try to engage parents and make it point to have our materials in English and Spanish, when possible. Our survey showed that 80% of the parents felt it was easy to contact the teacher, and we strive for 100% every day. The school will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent stated, “I have two kids at this school, and I’ve never had a problem with teacher communication.” The school meets with parents/guardians at the beginning of the year to plan out their students’ courses for the year. Regular check-in occurs monthly. We always need to focus on communicating parental/guardian educational rights with all families. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and ELAC meetings. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators, and the teachers to improve their student learning, progress and exercising of their legal rights.|Parent outreach has greatly improved at the school and participation numbers increased this year. 47 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were 2,212 parents attending orientation, conferences and awards last year. Parents shared that our school has built trust with students and parents. One parent shared, “I have found all staff from the front desk to the principal’s office to be interested and very helpful with any concerns I may have.,” and another shared, “I think it’s great the school has provided monthly meals for families in need this past year.” Our staff communicates with parents/guardians through weekly phone calls, texts messages and email concerning student academic progress. Many staff members are bilingual and help with communication to meet the needs of our community. The school can improve is by having more parent-teacher conferences, and communicating with parents in their primary language, that is designed to elicit two-way communication. To improve engagement of underrepresented families, the school and ensure that Spanish speaking families all receive translation services when necessary.|4|4|4|5|4|5|5|4|4|4|4|4|2021-06-01||2021 19648650000000|Palos Verdes Peninsula Unified|3|district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. We have many stakeholder groups that we have partnered with to seek input from such as: PTA. Booster, District English Language Advisory Committee, GATE, Superintendent Advisory Committees, and the LCAP Committee. Along with that, another strength is also providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community, as reflected in survey data from stakeholders. A focus for improvement will be building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. The district will improve the engagement of underrepresented families by identifying who is providing input. If underrepresented families are not included, the district will work to seek their feedback to ensure their voice is heard.|Our current strength is with the district's progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, as evidenced by survey data from stakeholders. An area of improvement for the District is providing families with information and resources to support student learning and development in the home. Staff will continue to provide updates on student progress and the District will continue to support instructional programs that provide home-to-school connections.|The most significant strength in our district was related to the District's progress in creating welcoming environments for all families in the community, as evidenced by survey data from stakeholders. A continued goal for our district is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. By focusing on this goal. we hope to build and strengthen our connections and relationships with our families. We will achieve this by continuing district and site communication and find ways to increase parent opportunities on campus. We also feel by focusing on this goal, we will improve the engagement of our underrepresented families.|4|4|3|5|4|4|5|4|4|4|4|4|2021-06-23||2021 19648730000000|Paramount Unified|3|Strengths and Progress In the area of “Seeking Input for Decision Making,” building capacity and support for family members to effectively engage in advisory decision-making was identified as a strength. Training for members of School Site Council, English Language Advisory Committee, District English Language Advisory Committee, and Parent Teacher Association is offered at each school. Annually, the district provides professional development for key school site staff on requirements for School Site Council, English Language Advisory Committee, and District English Language Advisory Committee. The LCAP Committee and Parent Advisory Committee receive information on how the LCAP is used for services that address the eight state priorities. Focus Area for Improvement PUSD identified providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. While family engagement activities are planned and implemented, a more collaborative system will provide more meaningful activities.|Strengths and Progress Implementing policies and programs for the teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes is a strength for PUSD. Annual parent conferences provide opportunities for parents and teachers to work together to support student outcomes. Parents are presented with student assessment data throughout the school year. PUSD recognizes the importance of ongoing communication with families and understands that time constraints can prevent parents and teachers from meeting throughout the year. As a result, the district provides Schoology, an online platform, for parents and school staff to communicate. Schoology also provides a platform where parents can access student achievement data. This platform was extremely important during Distance Learning and will continue to be used during in-person instruction as a means to keep parents informed and promote, ongoing, two-way communication. In addition to the meetings and platforms to share student data, each school holds parent meetings and workshops that support parents as partners in education. Workshop topics are AVID, literacy, math, progress reports, A-G requirements, and the college application process, among others. Topics are determined based on parent interest. Focus Area for Improvement Supporting families to understand and exercise their legal rights and advocate for their own and all students continues to be an area of need. Information on this topic is presented at School Site Council, English Language Advisory Committee, and Individualized Education Plan. Parent rights are disseminated annually through Student/Parent Handbook and annual notification letters. Additionally, some schools offer parent classes/workshops that focus on parents’ legal rights. While information is disseminated annually and at various meetings and workshops, PUSD recognizes the benefit of supporting more families in this area.|"Strengths and Progress In the area of “Building Relationships”, engaging in two-way communication between families and educators using language that is understandable and accessible to families was identified as a strength. Two-way communication includes phone calls via a district wide system, written materials, conferences and meetings. PUSD has made progress in two-way communication by purchasing headsets for in-the-moment translation at meetings and presentations. This allows parent participants and presenters to interact during the presentation without the delay of listening to messages twice before responding. Such practices encourage parents to participate and validate their participation. In addition, webinars and presentations were offered to parents during Distance Learning to support to provide the necessary support for ongoing student learning. Focus Area for Improvement While all areas were rated as ""Full Implementation,"" PUSD has identified supporting staff to learn about each family's strengths, cultures, languages, and goals for their children as focus for improvement. PUSD will engage in districtwide training to address this need."|4|4|4|4|4|4|4|4|4|4|4|3|2021-10-11||2021 19648810000000|Pasadena Unified|3|Focus group participants identified the district’s advisory groups such as PTA, School Site Council, English Language Advisory Councils, and focus groups as structures that encourage decisions making with students’ families; at the same time, responses within the focus group seem to disagree as to the degree to which these structures are operationalized. When provided asked to consider how the district has grown with respect to partnering with families for decision making purposes, the group acknowledged that the district has made changes to seek more input and engage families despite struggling to reach all families. The lowest rated indicator, while no consistently rated at a “beginning development” level, emerged more out of inconsistent participants’ experience/knowledge of structures that are formalized systems.|Areas of strength regarding the district’s partnership for student outcomes include the district’s student one-to-one Chromebook program, use of digital platforms to ensure availability of information and materials to families, and facilitating the dissemination of important information to school leadership teams. While focus group participants generally indicated that the district does support teachers and school leadership staff with policies/programs to support improvement in student outcomes, the ability for these policies/outcomes to reach all students and families remained an area of concern for all participants. Areas to strengthen include leveraging parent-school advisory groups to build the capacity of schools to partner with students’ families and informing families of opportunities to advocate for their own and other family’s students.|School sites are the bedrock and driving force behind the majority of “family contact” within the district. Points of strength include the use of video messages from the Superintendent’s Office, newsletter emails and notices from school sites, weekly email notifications, and the construction of an online “Parent University” series of workshops created by the Family Resource Center. While training programs are provided to instructional staff and school site leadership teams, many members of the focus group indicated they were not certain as to the overall effectiveness of these trainings in creating the intended outcomes. The rating within the “supporting staff to learn about each family’s strengths…” component emerged primarily out of focus group participant’s noting that opportunities to engage in cultural trust-building experiences at the school are either limited or rushed.|3|4|2|4|3|4|3|1|3|4|2|3|2021-06-30||2021 19648810118075|Learning Works|3|Given the types of supports our students utilize, LW has a number of partnerships with community organizations to provide educational and support services including Homeboy Industries, Armory Center for the Arts, the Flintridge Center, Families Forward Learning Center, Planned Parenthood, Pasadena Public Health Department, and Pasadena Mental Health. We have the regular involvement of volunteer groups from the Pasadena Garden Club in our school garden, supporters of our Pregnant and Parenting Teen program and through donations to Hope Works, which provides essential supplies and referrals for homeless youth. Our community learning center, Community Works offers tutoring support to the community and classes for adults including English as a second language. In order to engage parents and other people who support our students in collecting input and information for decision-making, LW has surveyed parents and offered online meetings for parents and others interested in learning more about what the school has to offer and how they can be involved. We are focusing on how to fine-tune this process and return to in-person lunches or other opportunities for input in the development of the LCAP, WASC and other school planning initiatives.|Our school serves a large majority of students who are 18 or over working toward a high school diploma. For many families, parent involvement in schoolwork has been a longstanding challenge and a source of friction between parents and the youth we serve. Thus, we engage in non-traditional strategies for student and family engagement in school. Our students struggle on a daily basis to get to school and make progress on their school work. We provide supports to continually re-engage students, which includes frequent individual calls, home visits, and bringing materials and emergency supplies to homes, driving students to appointments and providing many other practical supports. Even with these challenges, we value and encourage parents and other family and friends who are a positive support to participate in the life of the school and their student’s education.|Learning Works is designed to re-engage students who have struggled to make progress in traditional public school settings. Our model for re-engagement of students is based on the idea of leading any interactions with students based first on relationship in order to support students with a rigorous and relevant curriculum. Our curriculum is also designed to welcome students who have struggled in school and need to make progress in steady and incremental steps. It is based on five-unit modules that incorporate activities, textbooks and other instructional materials, labs and field trips with individualized learning support through one on one staff support and in small group settings. Having been engaged in this work for more than ten years, our school has developed numerous strategies that develop the capacity of new and existing staff to build trusting and respectful relationships with each individual student first and, in turn, with family members and others who can support the student with their educational goals. Staff also engages in weekly collaborative time to engage in professional learning related to topics that will support engagement with the students and families we support. Our main focus in this area is to continue to provide support and engagement in our strategies through ongoing staff development and individualized support plans.|5|5|5|5|4|4|5|5|2|2|2|2|2021-06-14||2021 19648810136945|OCS - South|3|The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success, and reputation as a high quality public choice school. Our Governing Board is composed of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision. Strengths - Increased administrative support in our organization structure has increased the capacity of principal and staff to improve engagement with families in decision making. - Demonstrated progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and the OCS- South Parent Participation Group (OSPPG). - --- Families and our staff work together to ensure all parents have access to participate meaningfully in our community through parent newsletters, family directories, town hall meetings, flyers, and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent representatives, parent liaison to a standing committee, parent representation on the School Site Council, parent member of an ad hoc committee, and as survey participants. - Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and other administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders. This creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community. Improvement - An identified area of improvement is in providing all families with opportunities to provide input on policies and programs. As a result of increased staffing levels, we anticipate greater participation in and evidence of a positive school climate from our participation in the California School Climate, Health, and Learning Surveys.|A hallmark of our school community is our school family partnerships aimed at connecting with families to be able to have a holistic approach to discuss strategies to support student learning, progress, social emotional wellbeing which in unison support improved student outcomes. Strengths to support student outcomes and engagement of underrepresented families are: - Individualized student goals based on their needs (academic or social emotional) enable teachers to ensure a child’s area of need is addressed. These goals are developed in partnership with families rather than in isolation by the teacher - Verified assessments such as i-Ready, CAASPP, and authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home. - Multiple forms of communication ensure students and families are supported and have access to resources within the school. The Parent-Student Handbook offers families a comprehensive repository of clear policies and procedures. Some communication strategies include: teacher/classroom newsletters; weekly student self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board. - Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students Areas of improvement to support student outcomes and ensuring the engagement of underrepresented families are: - In the 2020-21 school year, we increased our staffing to include a Director of Student Support Services to improve and identify policies, procedures and programs to support teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Additionally, this will support our staff in ensuring they reach out to all student groups, including families of unduplicated students and families of individuals with exceptional needs.|Relationships are a core belief of how we work, how we treat each other, and what our school values in life and through education. Cultivating trusting and respectful relationships with families to create welcoming environments is furthered by our classroom looping model. Looping practices support our educational environment where a single group of students stays with a teacher for two years/ grade levels. These multi-year relationships between teacher-student-family, create a deep level of knowledge of students’ social-emotional health and a deeper understanding of the child to guide instructional decisions. A focus on the launch and implementation of the Teaching for Tolerance Social Justice Standards from Learning for Justice is another way we are working to improve our relationships at OCS- South. This framework has supported our teachers/staff in highlighting the various identities represented in our classrooms, and will delve into the domains of diversity, justice, and action in the years ahead. Areas of Improvement to increase engagement of underrepresented families include: - Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. - Make our communication accessible in both English and Spanish - Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences.|5|4|4|4|4|4|3|4|4|3|3|4|2021-06-15||2021 19649070000000|Pomona Unified|3|PUSD is demonstrating strength in seeking input of decision making, but there is a need to still focus on building capacity to engage parents in the advisory groups.|PUSD is in the beginning stages for building partnerships for student outcomes. There is strength in helping teachers meet with parents and in supporting parents to exercise their rights. However, there is a need to focus on providing professional learning and support to teachers.|PUSD is demonstrating a strong capacity for building relationships, but still needs to move to full sustainability in building relationships.|4|4|4|4|3|3|4|5|3|4|4|4|2021-06-23||2021 19649070115170|School of Extended Educational Options|3|SEEO is demonstrating strength in seeking input of decision making, but there is a need to still focus on building capacity to engage parents in the advisory groups.|SEEO is in the beginning stages for building partnerships for student outcomes. There is strength in helping teachers meet with parents and in supporting parents to exercise their rights. However, there is a need to focus on providing professional learning and support to teachers.|SEEO is demonstrating a strong capacity for building relationships, but still needs to move to full sustainability in building relationships.|4|4|4|4|3|3|4|5|3|4|4|4|2021-06-23||2021 19649076021984|La Verne Science and Technology Charter|3|La Verne is demonstrating strength in seeking input of decision making, but there is a need to still focus on building capacity to engage parents in the advisory group|La Verne is in the beginning stages for building partnerships for student outcomes. There is strength in helping teachers meet with parents and in supporting parents to exercise their rights. However, there is a need to focus on providing professional learning and support to teachers.|La Verne is demonstrating a strong capacity for building relationships, but still needs to move to full sustainability in building relationships|4|4|4|4|3|3|4|5|3|4|4|4|2021-06-23||2021 19649310000000|Rosemead Elementary|3|The Rosemead School District offers a variety of ways for parents and families to provide input into decision making. Every school has an active School Site Council and ELAC. In addition, the PTAs and parent volunteers are present on sites and are important to advisory processes. At the District level, we have an active DELAC/DAC committee and LCAP committees. Our DELAC/DAC provides important input into decision making about programs to meet the needs of English Learners and Title 1 student advisement into our District’s LCAP. Our DELAC/DAC is composed of representatives from each school site along with our English Language Development teachers. Our LCAP process includes input from our parent advisory groups including a Parent Advisory Committee (PAC) to provide input into needs for our students with disabilities, low performing students, and English Learners. Annual surveys are administered to all parents at every site to provide input into the development of the School Plan for Student Achievement (SPSA). In addition, every family is invited to participate in our annual LCAP survey to provide input into the development of the district’s LCAP. Every site sets annual goals to increase participation in advisory committees to ensure parent participation is monitored and improved upon every year. Future goals will include that we are intentional in our efforts to disaggregate data to ensure we receive input from underrepresented groups in the school community to ensure that all of our families feel valued and accepted into our school and district culture.|The Rosemead School District strives to continuously improve our parent engagement initiative. In the initial stages of the initiative, a committee was formed to assess our strengths in this area as well as areas of need. As part of this process, the Rosemead School District identified a need to increase parent education opportunities. The Rosemead School Board and District established a partnership with a collaborative of other local districts to offer a Parent Academy where parent education classes are offered. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions. Rosemead School District partners with several community organizations who provide parent outreach and education on a variety of relevant, current topics affecting our families. This year, we are partnering with the Los Angeles Department of Mental Health, other local agencies and our own school counselor and psychologists to provide early education parenting classes and social-emotional/mental health supports that are free of charge. Our Community Liaisons collaborate with school principals to provide coffee chats, workshops and parent education at every site. Future goals in this area will include providing opportunities for our parents to learn about their legal rights and advocacy to ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs.|In the Spring of 2021, the Rosemead School District administered the LCAP Community Survey to collect input from parents regarding academic programs, parent engagement, communication, school climate, as well as planning for a return back to in-person school. The survey was administered in English, Spanish, Chinese and Vietnamese to all parents in TK-8th grade. The District received survey responses from more than 50% of families. The survey was made available online and a hard copy with translations was provided for each family. The Rosemead School District used survey data results to inform our Local Control and Accountability Plan, Expanded Learning Opportunities Grant Plan and the ESSER III Expenditure Plan. Survey results were reviewed in all committees and results supported the development of goals and actions in every priority area. Rosemead School District understands and values the critical role that parents play in educating our students. We are dedicated to providing programs and services to parents to ensure they have the knowledge and skills to successfully support their children in their educational career. Our schools offer a wide range of opportunities for parents to understand how to support their child(ren) in school academically and behaviorally. One of our local measures we identified in the LCAP is the record of parenting classes that focus on parent needs. Examples of classes offered include an 8-week Parent Leadership Institute, Parent Workshops, monthly Principal chats, Family Leadership Days, Family Field Trips on the weekends to museums, and special Parent Nights. In addition, last year, the district provided a series of parent workshops focused on helping parents to support their child(ren) learning at home during distance learning as well as providing social-emotional support to deal with the challenges of the COVID-19 pandemic. Rosemead School District is committed to inclusive processes that value parent input and engagement in local decision-making. Sign in sheets indicate that we are successfully engaging parents in decision making in District English Learner Advisory Council (DELAC), District Advisory Council (DAC), School Site Council and English Learner Advisory Council meetings. Furthermore, sign in sheets indicate that parents are regular attendees at the district board meetings. In discussions with school sites, we have determined that a good next step will be to offer classes for parents to learn more about local decision-making processes and their role in the process. A community liaison is provided at every school site to support outreach to all families including those with exceptional needs as well as families of underrepresented students. Future goals will include opportunities for our teachers and families to work collaboratively to intentionally build relationships and learn about family strengths, cultures, languages and common goals for children.|5|5|5|5|4|4|5|5|5|4|5|5|2021-06-17||2021 19649640000000|San Marino Unified|3|The San Marino Unified School District actively seeks and promotes parent/guardian input and participation in the decision-making process. Each school site facilitates a School Site Council, an English Learner Advisory Committee, and a robust Parent-Teacher Association. School newsletters and Coffee with the Principals provide additional opportunities for parent/guardian participation in the decision-making process. Each of these committees and associations provide advice and input on a variety of issues school and district related. Furthermore, the District facilitates a District English Language Advisory Committee, a COVID Compliance Committee, and a Local Control Accountability Plan Stakeholder Committee. SMUSD’s Board of Education President and Superintendent provide ongoing communications to the community via Public Board Meeting, Superintendent communication videos, Press Releases, and the Board Minute newsletter. Parent/guardian participation in the decision-making process is also encouraged and received via various communication tools including but not limited to Parent Portal, Blackboard, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and school and district surveys. SMUSD’s district liaison provides interpretation and translations in the district’s major language to promote parent participation in school and district-led activities and committees. Based on the 2020 and 2021 California Schools Parent Survey (CSPS), 64% and 81% of parents respectively indicated that they strongly agree or agree that their school(s) actively seek the input of parents before making important decisions. The CSPS continues to serve as a valuable tool for seeking input from parents regarding promoting parent participation and provides actionable and accurate measures of parent/guardian perceptions of parent participation in the decision-making process. The CSPS also provides actionable data directly aligned to SMUSD’s LCAP Board Priorities focused on school climate and parent/guardian involvement in the decision-making process. The status of this indicator is marked as being “Met”|The San Marino Unified School District strives to build and strengthen long-lasting partnerships with parents/guardians. During the 2020-21 school year, each school site facilitated a School Site Council, an English Learner Advisory Committee (ELAC), robust Parent-Teacher Associations (PTA) and other site specific committees. The District facilitated various advisory committees including a District English Learner Advisory Committee (DELAC), the COVID Compliance Team, and a Local Control Accountability Plan Stakeholder Committee (LCAP). Throughout the past school year, parents/guardians and community members were welcomed on all four SMUSD campuses either virtually or in person for a variety of opportunities, activities and events including but not limited to parent volunteer occasions, school information nights, coffee with the principals, Open House, Back-to-School Night, student performances, movie nights, information meetings, and parent-teacher conferences. Despite inherent challenges of school closures and distance learning, these partnerships were successfully fostered through virtual platforms such as Zoom, Google Meets or other communication platforms such as Blackboard, Constant Contact, SMUSD website and Mobile App, email, and Parent Portal. School sites prioritized ongoing communication and outreach to parents/guardians regarding attendance, participation, academic progress and instructional schedules through PowerSchool, progress reports, weekly school/principal meetings and phone calls. Interpretation was provided for meetings increasing access to information in a language accessible to parents. Each year, families are also invited to participate in the California Schools Parent Survey (CSPS) and the LCAP Parent and Family Engagement Self-Reflection tool to share their opinions and perspectives as it relates to parent/guardian participation and connectedness. Data gleaned from these surveys contribute to the development of site and district strategies and the Local Control Accountability Plan for initiating, sustaining and expanding parent/guardian partnerships. Based on the 2020 and 2021 CSPS, parents strongly agree or agree that school encourages parents to be active partners with the school in educating their child (83% and 88% respectively). Moreover, data from the 2020 and 2021 CSPS indicate that parents strongly agree or agree that they feel welcome to participate in their child’s school (84% and 86% respectively). The CalSCHLS Parent Survey (CSPS) was chosen to gather perceptions of parent/guardian engagement. Data gathered offers quantifiable and actionable data from which SMUSD can engage in continuous efforts of improvement as well as determine next steps for areas of needed improvement.|The San Marino Unified School District (SMUSD) is committed to engaging parents/guardians and other stakeholders by providing multiple opportunities to foster and strengthen parent/guardian relationships. During the 2020-21 school year, various events, activities and opportunities served to initiate and promote authentic and meaningful parent/guardian relationships including but not limited to Parent Teacher Associations (PTA), Back to School Nights, Open House, School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), COVID Compliance Team, and the Local Control Accountability Plan (LCAP) Stakeholder Committee. Additional opportunities included ongoing formal and informal occasions such as parent teacher conferences, coffee with the principals, Board meetings, committee meetings, and self-reflections surveys. During the 2020-21 school year, opportunities to build parent/guardian partnerships proved considerably more critical with unconventional methods of outreach and communication. Written and oral communications continued to be provided in the district’s major language to increase and promote access to information and parent/guardian relationships. In its commitment to engage and build relationships with parents/guardians, SMUSD will continue to provide translations and interpretations services through a variety of communication platforms.|5|5|4|5|5|4|4|5|5|5|5|5|2021-06-22||2021 19649800000000|Santa Monica-Malibu Unified|3|Educational Services staff provided a yearly ELAC/DELAC training to principals, bilingual community liaisons and parents. This training included an ELAC Handbook for sites to use with resources to ensure full implementation of bylaws and mandated topics and practices. The Director of AR&E, and, the Family Engagement Coordinator provided on-going support and monitoring of parent advisory groups; including ELAC, SSC, and, LCAP PAC. The Director of AR&E and the FE Coordinator facilitated meetings with the LCAP PAC to ensure their input in the development and monitoring of the LCAP. FE Coordinator provided training for the DELAC officers to ensure that they exercised their leadership roles. Various opportunities were provided for input, including surveys, focus groups, and, meetings with DELAC officers and LCAP PAC members.|"The staff has participated in ""Matrix of Bias"" and ""Restorative Justice"" training that serve as a foundation for building trusting and respectful relationships with families. In addition, through the Site Leadership Team, and, as part of the work with the district Instructional Framework, staff has explored culturally responsive practices in the four domains of the Instructional Framework."|The Family Engagement Coordinator provided presentations to various stakeholder groups (including parent advisory committees, principals, bilingual community liaisons, and parents) on the district's Family Engagement Framework. Along with introducing the district's Family Engagement Framework, several parent education opportunities were provided district-wide and at sites to provide families with information and resources to support student learning and development in the home. Some of these efforts include: School Smarts, CABE Conference, Latino Family Literacy Project, Parent Project, and, Parent Conference and Resource Fair.|2|2|2|4|3|3|3|3|3|3|3|3|2021-11-04||2021 19649980000000|Saugus Union|3|The Saugus Union School District's approach to seeking input for decision-making is through ongoing community outreach efforts that occur annually, but are also part of our regular engagement practices (i.e., site meetings, parent trainings, communications, surveys, etc.). The stakeholders included in decision-making meetings include parent leaders, all administrators, representatives of our certificated staff, representatives of our classified staff, teams from our labor partners (Saugus Teacher Association (STA) and California School Employees Association (CSEA)), our Parent Advisory Council (PAC) and our District English Learner Advisory Council (DELAC). In addition, SUSD requested input from students, parents, and all staff (certificated, classified, and management) through a series of polls and surveys designed to gather additional stakeholder information related to recommendations made by our stakeholder groups. Our area of focus for improvement is to increase parent input and decision making. We are addressing this focus area by specifically addressing parental engagement in our LCAP Goal #1 aimed at providing an appropriate basic condition of learning. Based on our stakeholder groups’ input, it was shared that addressing our core services was important but that we could not thoroughly accomplish this goal if we were not engaging our parent community. By creating a goal that requires parental involvement in the establishment of the core services we ensure that we have a strong foundational program that meets the needs of the school community while always including the family stakeholders. The new goal states that SUSD will engage parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students.|SUSD hosts multiple parent education workshops that provide parents with the opportunity to engage in learning more about the California State Standards, LCAP, assessment information, educational technology, and special education resources. These well-attended workshops led by teachers, administrators, counselors, social workers, and parent liaisons provide parents with the opportunity to further participate in their child’s education. There has been a significant increase in parent participation during DELAC, ELAC, PTA, and PAC monthly meetings. Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased student truancy, and providing more support for our underrepresented families. Our action plan includes providing professional development for classified staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and counselors using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate SART and SARB meetings for certificated and classified staff to work with parents of unduplicated count students to decrease truancy and tardiness and improve attendance, as well as provide additional school psychologists to support student learning for our underrepresented population.|Saugus Union intentionally works with staff, students, and our families to build a strong sense of community and a welcoming environment. School sites engage the community and parents in a variety of ways. Our dedicated teachers and administrators work alongside parent liaisons to ensure that the needs of our English learners, socioeconomically disadvantaged students, Homeless, and Foster Youth are consistently met. Personal phone calls to parents and reminders of parent involvement and engagement opportunities are provided to all stakeholders. It is important that in the various family educational opportunities, translation services and convenient times for parents to attend are available to them. Parents’ feedback and surveys are used to guide and plan the type of support, tools and workshops offered. We increased our focus on family engagement by building relationships with our families through personal phone calls to connect them with resources and assist with any barriers that were preventing them from being fully involved in their child’s education. These resources were also uploaded to our main parent and family communication system, Parent Square. Furthermore, homeless families were directly connected with services, including backpacks, clothing, tutoring, childcare scholarships, medical services, and housing services. The school counseling team delivered many online parent classes and used Parent Square to create a Santa Clarita Valley resource hub that extends beyond our area and includes resources and supports throughout Los Angeles county. We also offer virtual Coffee with the Principal via individual school sites and Coffee with the Superintendent for the whole community which gives parents an opportunity to hear directly from the principal and superintendent about a variety of topics related to learning. These sessions with our superintendent and principals offer a chance for families to voice any concerns and share suggestions. Parents can be involved in a variety of ways: participating on our Site Council, joining our English Language Learner Advisory Committee or District English Language Learner Advisory Committee , PTA activities and Community-Based Education Training. SUSD’s greatest progress includes the increase in parent involvement and engagement as evident in the active participation of the aforementioned parent meetings, workshops, and participation in our school connectedness survey. SUSD's focus area of improvement is engaging our parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students. This is one of our district’s LCAP goals and allows us to meet the core learning and regular parental engagement demands that are necessary for a successful school district. By having regular stakeholder input, regular communication with stakeholders, and providing a rigorous core program we meet the Basic Conditions|4|5|4|5|4|4|4|4|5|4|4|4|2021-10-12||2021 19650290000000|South Pasadena Unified|3|Based on the reflection tool and the LCAP survey results, SPUSD is at the 'Full Implementation' stage in all four areas of seeking input for decision-making. SPUSD has put the following LCAP actions in place in order to engage in continuous improvement in the area of seeking input for decision-making: Parent Feedback: Seek parent feedback on students’ equal access and opportunities in the district's academic and educational support programs, services, arts, athletics and activities to inform the DEI committee. Representation: Seek representation of parents on district-wide or school-wide committees, when appropriate.|The LCAP Parent Survey, which integrates questions about Parent Engagement, Shared Decision-making, Student Outcomes, and Parent Resources has a high level of participation from SPUSD parents, and the results are reviewed annually by the LCAP Parent Advisory Committee. The LCAP Parent Advisory Committee values that the the following LCAP actions put into place in order to engage in continuous improvement in the area of building strong school/home partnerships for student outcomes have results in positive family engagement outcomes: SPED Outreach: Expand instructional capacity, student support services, assessment preparedness, and parent outreach in special ed. Communication: Provide monthly district-wide staff and parent updates on student achievement, student activities, professional development, and LCAP goals. PTA Partnerships: Schools to partner with PTA/PTSA to provide at least 2 Parent Forums a year. Parent Square Translations: Provide training on sending translated Parent Square Messages to English Learner parents from the district or schools. Career Speakers: Seek Parent Involvement in the Career Speaker Series at the high school. Financial Aid: Provide College Financial Aid workshops for parents and students. Assemblies: K-5 elementary schools to partner with PTA to provide exposure to world languages and world cultures through music, dance, and/or art assemblies. Translation Services: Make translation services available to English learner parents as needed, especially during parent teacher conferences. Parent Workshops: Continue to provide parent workshops on mental health services and programs. ELL Parent Outreach: Provide improved parent outreach by conducting two elementary parent education nights for English learner parents on supporting ELL students at home and by creating a roadmap to reclassification for secondary students and parents. Progress Reports: Provide timely reports to parents on progress made in elementary intervention programs.|"South Pasadena Unified School District (SPUSD) offers multiple ways for staff and families to work together in building partnerships for successful student outcomes. Parent engagement and involvement in schools is strong as represented by the work done by each school's Parent Teacher Associations and the thousands of hours of volunteering that occurs in each SPUSD school. Various programs and events have been established to initiate outreach and make connections with families including Back-to-School nights; parent/teacher conference weeks; Parent Teacher Association (PTA) meetings, PTA forums, and family events; parent education nights; Open House events; and Family Nights, such as, Fifth Grade and Eighth Grade Family Night. Establishing these family connections and developing relationships has led to highly involved and engaged parents in SPUSD as reflected in these annual LCAP survey results: ? “At school, I feel that I am welcomed,” 87.12% 'Agree' or 'Strongly Agree' (All Students), 89.28% 'Agree' or 'Strongly Agree' (Under-represented families). ? ""At school I feel I am a valued partner in my child's education and have opportunities to take part in decisions made within the school,"" 77.54% 'Agree' or 'Strongly Agree' (All Students), 82.52% 'Agree' or 'Strongly Agree' (Under-represented families). ? “Overall, my student’s school or teacher(s) keep me well informed about activities and events,” 83.46% 'Agree' or 'Strongly Agree' (All Students), 82.26% 'Agree' or 'Strongly Agree' (Under-represented families). We are at the 'Initial Implementation' in our progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. We have put the following LCAP actions in place to improve in this area: ? DEI: Diversity, Equity, and Inclusion (DEI) committee to examine district policies and practices in order to make recommended revisions to close the gaps of access, opportunity, or achievement. ? World Language Books: Expand world language and culture library books and digital resources to support English learner and immigrant students with continued exposure to quality literary and informational texts in their primary languages. ? Training: Provide opportunities for training in Trauma-Informed Practices and Culturally Responsive Pedagogy to support students’ social-emotional well-being and meaningful engagement. ? Anti-Bias Training: Partner with the Anti-Defamation League to provide anti-bias training to educators and groups of students at the upper elementary, middle school, and high school levels as part Diversity, Equity, and Inclusion (DEI) work."|4|4|3|4|4|4|4|4|4|4|4|4|2021-06-22||2021 19650370000000|South Whittier Elementary|3|At monthly principal’s meetings, principals are provided with a tool to support effective engagement with families through advisory groups and with decision making. Principals are provided with necessary resources to run these groups and the district staff models protocols for gathering input from stakeholders into the LCAP processes. The district supports the family members and the principals by providing joint training on the School Site Council, continuous improvement practices, and LCAP stakeholder input. The district offers forums for engaging families in advisory groups such as the District Advisory Committee, Parent Advisory Committee, District English Learner Advisory Committee, the Parent Engagement Committee, the Bond Oversight Committee, and informal meetings that invite parents to coffee with various administrators. Parents have the opportunity to give input on policies and programs through the annual parent survey. Considering these efforts only 84% of the parents believe that the district seeks input from the parents before making decisions, which is up from 68% in 2019. Clearly, the district could continue to improve on methods for implementing strategies to reach and seek input from any underrepresented groups in the school community. Only about Ľ of the parents in the district complete the parent survey. The district will explore other ways to seek input from parents. South Whittier School District is looking to increase the number of parents involved in committees that are typically staff. In the 2021-22 school year the district is looking to include parents on the district Wellness Committee for example. This committee will be composed of parents, classified staff, certificated staff, administrators, and Board members.|South Whittier School District provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families on an on-going basis. This cycle of continuous improvement allows the district to evaluate programs using the Parent Engagement Toolkit (CDE, 2017), and create professional development based on the input of stakeholders. The site community liaisons help shape the support that they provide to staff and principals. 92% of the families agreed that their school keeps them well-informed about student activities in school. SWSD can improve on offering families support with homework. When asked if the school provides information about how to help their child with homework, 33% reported that schools do “just ok” and 11% stated “not very well”. In the Expanded Learning Opportunities parent survey, parents indicated that they would like the district to offer tutoring. Next year, this will be available to families. During the pandemic 84% of parents indicated that they attended a parent conference in comparison to 2019 when 92% of the families in South Whittier participated in parent teacher conferences. However, SWSD has started to provide families with information and resources to support student learning and development in the home beyond the parent-teacher conference. The district now provides materials to the families to support learning during the summer months. Similarly, materials are provided to families to support scholars entering school at orientations. The district has also launched a number of parent education workshops and series titled “What Every Parent Needs to Know” that is facilitated by teachers to help parents at particular grade levels to provide strategies and support for their child’s learning in school. The school district and the six school sites implement a parent involvement policy, which includes programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This policy shares the various ways that parents can be active in their child’s education and how they can get involved with the school. These policies define how parents may become involved in decision making committees such as School Site Council, PTA, and the English Learner Advisory Committee. All of these efforts have resulted in 89% of South Whittier parents agree that the school encourages them to be an active partner with the school to help with the education of their child, which is up from 83% in 2019. South Whittier has started to provide opportunities for families to understand and exercise their legal rights and advocate for their own students and all students; however, this is an area for focus and improvement. All families are provided with their parent rights at the beginning of the school year. The Director of Special Education has provided workshops to inform parents of their parental rights and advocacy|On the 2021 Healthy Kids Survey, 94% of the parents strongly agreed and agreed that school staff treats parents and students with respect. In SWSD 89% of the parents feel welcome to participate in the school, this is a 4% improvement since in 2018. Prior to the pandemic, the district implemented strong safety procedures including a “buzz-in” system and a fingerprinting process for volunteers. During the pandemic, parents are able to come on campus with an appointment and must pass a health screening. Even though these are safety precautions, the community perceives these are barriers to a welcoming environment. The district is committed to providing a safe and welcoming environment and has hired community liaisons at every school to help build a bridge to our families that feel disconnected from our schools. In SWSD, 89% of the families surveyed shared that they felt the school communicates the importance of respecting different cultures and beliefs. The community liaisons at each school are learning about each family experiencing homelessness, foster families, and newcomer families. The liaisons work on creating relationships and utilize the strategies in the Newcomer’s Toolkit (CDE, 2017) to support the families as they learn about their culture, language, and goals. South Whittier School District engages families and educators in 2-way communication through parent-teacher conferences at the district and site level, various parent committees, IEP meetings, virtual town halls, bilingual parent workshops, 504 meetings, LCAP input meetings, and meetings with the liaisons. In SWSD, 84% of the parents indicated that the school actively seeks the input of parents as they make important decisions. Parents indicated in the survey that they would like more information on preparing their child for college and how to help their child with homework.|5|3|3|3|4|4|3|3|3|3|3|3|2021-09-14||2021 19650450000000|Sulphur Springs Union|3|The District has implemented a highly-focused process to collaborate and seek input from families in the decision-making process to further enhance their child’s educational program. The District has provided families a Parent LCAP Survey that is directly tied to the Local Control and Accountability Plan (LCAP). In addition, the District has afforded opportunities for families to ask questions and provide input at school site council (SSC), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), Parent Advisory Council (PAC), LCAP Advisory Council, and informational meetings with the Superintendent. The Parent LCAP Survey provided families an opportunity to rate and comment on their ability to be part of the learning process for their child. In addition, the survey solicited information from the families as to whether or not families had opportunities to be engaged with staff to learn about programs and ways to support their child. The measures in the survey have provided information to support with the revision the District’s LCAP goals and actions. Every school Principal meets with their SSC and ELAC a minimum of 5 times a year for each committee. Parents who are on the committees provide input on the implementation of the School Plan for Student Achievement(SPSA), which is tied to the District’s LCAP. The SPSA and LCAP goals and actions address the instructional programs and resources that are in place to support student achievement. Educational Services met with parent representatives from all sites for monthly DELAC meetings. The meetings were targeted to provide information to families based on needs of English Learners. Representatives asked questions and received assistance as needed to further enhance their English Learner Program at their school sites. Staff also ensured that the District’s LCAP goals and actions were communicated, and the District Management Team sought input from the families by meeting with stakeholders 8 times throughout the year. To further seek input and partner with families in the decision-making process, the Superintendent and Assistant Superintendent of Educational Services met with families regarding the COVID-19 Plan, Learning Continuity and Attendance Plan, Expanded Learning Opportunity Plan, and the ESSER III Plan. Staff have made sure to keep in constant communication with families, especially during the COVID-19 pandemic, to support meeting the academic and social/emotional needs of their child. In addition, the Superintendent met 9 times with the PAC to share the District’s programs and solicit input from parent representatives from every site. Student Data was shared with families, with a focus on underrepresented students and students who are performing below standards met. Minutes were recorded at each of these meetings and were used to provide input and support to the schools’ SPSA and District Plans.|The entire staff in the Sulphur Springs Union School District is committed to strengthening the relationships with all of its families, especially underrepresented families. District staff understand the importance of having strong partnerships with families to assist with enhancing and accelerating student learning. When District staff engages families as partners, together they are able to effectively respond to students' needs. District and school staff have worked together to plan purposeful family engagement opportunities to further strengthen relationships. Even though it has been challenging to engage families due to the pandemic, staff have used Zoom to host assemblies and informational meetings for families. In addition, staff have recorded wellness informational sessions on Zoom to support families so that they can view them at a later date to assist family needs. When planning trainings/events in the schools to support student learning, Administration and Staff will work with families to be part of the planning process. At each of the nine schools, staff will partner with PTAs to plan the events, which allows the staff to differentiate the events/trainings to better meet the needs of families and students. Even though families have not been allowed on campus due to the pandemic, schools have worked with families to host Drive Through Events and host Zoom informational meetings. By having families engage with staff on a frequent basis, further supports stronger relationships between schools and home. An area of focus for the staff to further increase relationships with families is supporting staff with learning more about family’s strengths, cultures, languages, and goals. The District has implemented fall Goal Setting conferences with teachers and families. The purpose of Goal Setting is to get to know each other better, and learn from the family what are the strengths and areas of growth that they see their child needs assistance in. This also provides an opportunity for the schools to reach out to provide additional resources to families if there is a need in the areas of academics as well as social/emotional. Additional areas that the District is continuing to strengthen is removing barriers from students so that they can access their educational programs. The District has continued to monitor underrepresented families to make sure that they are offered frequent opportunities to be engaged in their schools, and are also provided resources as needed. The District opened a Family Resource Center that has basic food and school supplies for families that may have a need. The District has a Social Worker and counselors to support student needs and work to remove barriers that may be interfering with student learning.|The Sulphur Springs Union School District is deeply committed to ensuring that families are partners with the schools to enhance student learning. The District has taken a strong focus on making sure that teachers and administrators have the tools to assist them with creating stronger connections with families, especially families who have children that are at-risk and need additional supports and resources. Principals work with their teachers during staff meetings to discuss how their goals and actions in their School Plan for Student Achievement will improve the school’s capacity to partner with families. In addition, all nine schools have written into their plans actions that will occur at their schools to further support in educating the families on how schools and families can better assist and strengthen the whole child. Even though schools have not been able to bring families to the school campuses at the start of the 2021 school year due to the pandemic, Principals and teachers are meeting with families through Zoom to ensure that they are connected with what is occurring in the school setting. The District is dedicated to sharing information to families about how to better support student learning and development in the home. For example, the Superintendent meets yearly with families to share information about each of the school’s resources, and ways that parents can have access to information to support learning in the home. Further, during DELAC and ELAC meetings, the District Administrators support families by sharing information about what it means to acquire English proficiency and what families can do to support English Learners in the home. The teachers and administrators have been implementing Goal Setting Conferences with families for the past three years. In the month of September, teachers meet with families through Zoom (due to the COVID-19 pandemic) to have a one-on-one meeting with families to set goals with their children, and learn more about the strengths and areas of growth that the parent would like to see for their child in that grade level. By having these conferences, teachers are better able to meet the needs of children, especially those that may be at-risk. In addition, the meetings allow families to meet their child’s teacher which creates a stronger bond between school and home. The District will continue to improve the information that goes out between school and home during these meetings. The District has continued to ensure that families have access to all information as it pertains to their child. Every Friday, the Superintendent sends out a ParentSquare message to all families providing academic and wellness information to further support the family. The District has ensured that all families have received a Parent Notification Handbook at the start of the school year that contains information needed to support families.|5|5|5|5|4|4|5|4|5|5|5|4|2021-10-13||2021 19650520000000|Temple City Unified|3|TCUSD seeks and values the input of the community for shared decision making. TCUSD recognizes that parent involvement, collaborative vision with parent stakeholders, and meaningful opportunities to to engage in school activities, stakeholder support groups like SCC, PTA, ELAC, and DELAC, promotes student achievement and positive climate and culture. All families are invited and encouraged to attend bi-monthly Board of Education meetings which are calendared a year in advance and promoted via the TCUSD website. Parents are encouraged through multiple promotion outlets to share their visions for current and future practices in the district through participation in surveys and in quarterly open forums hosted by the superintendent. School attendance and involvement in school-wide activities is monitored and communicated to families. TCUSD recognizes that Board of Education meetings are available to parents and community members, both in person, and via youtube. Advisory committees are also available and advertised to all parents via Parent Square. In an effort to make participation in these groups accessible to our underrepresented families, accessibility to interpreters is a vital component to for TCUSD to address.|TCUSD provides multiple points of communication with parents in understanding academic expectations and resources. These include Back-to-School Night events at each site, progress reporting at regular intervals, iReady reports communicated through parent square, coffee with the principal where parents may seek general information regarding academics and assessment, individual family conferences, and data chats. Annual surveys and requests for feedback are communicated through Parent Square, translated into the parents language of choice. Requests for feedback are solicited from all parents, including parents of EL students, those receiving Special Education services, foster children, and those receiving free/reduced lunch. TCUSD continues to emphasize increasing ongoing engagement and collaboration for academic progress monitoring utilizing multiple tools to triangulate data, thereby giving parents a clear picture of their student's achievement. Some of the tools used to create this clear picture include iReady, CAASPP scores, common assessments on Mastery Connect, and anecdotal records from teachers.|Effective two way communication between families and staff, both at school sites and the district office, is of high importance in the Temple City Unified School District. Avenues of communication with all families include in-person registration at sites, Back-to-School informational evenings, coffee with the principal, student led parent conferences, and other district organized events. Pre-COVID, parents were offered many volunteer opportunities. Parent Square is our TCUSD communication and two way messaging system that allows all parents access to school and district information including newsletters, invitations to school events, and invitations to participate in surveys in their preferred language and in the format that they wish to receive it. TCUSD has shored up access to the digital content on Parent Square by identifying families in need of wifi and providing hotspots to ensure communication is delivered in a timely manner. TCUSD will continue to improve two way communication with families and will strive to engage underrepresented families by seeking opportunities for language interpreters for school and district meetings and events.|3|3|2|3|4|4|2|2|4|3|2|2|2021-06-23||2021 19650600000000|Torrance Unified|3|In 20-21, we held 31 different input sessions to gather feedback for our LCAP, and sites conducted between 12-20 input sessions with their school, parent and community groups to gather feedback for their SPSAs. District level meetings included multiple sessions with Bargaining Groups, DELAC, our District Communication Committee, SELPA, Title I Advisory Committee, LCAP Advisory Committee with general ed, low income, foster youth, homeless, and English Learner representation, and administrator, staff and student groups. Site feedback committees include Site Council, ELAC, Leadership Team, PTA, ASB, Student representatives, and Title I parent groups. We provided expanded language translations at our meeting in our 5 most spoken languages, and provided individual translation services for any parent needing translation at IEP or SIT team meetings. This extraordinarily broad, frequent and comprehensive process of engaging all constituents of the district and schools was extremely effective in gathering input for programs. Several groups commented at how broad our input seeking was, and were pleased that so much of the input given was incorporated into our plans. An important area of focus for improvement will be to continue to seek more input from our most at risk populations, including Low Income, Foster Youth, Homeless and English Learner populations. While our input process is broad, with ample opportunity, and we are please with our current participation, this is an area that we would like to continue to improve in by engaging even more at risk families in the outreach and feedback process. We had all time high participation rates in DELAC, DCC and a multitude of parent groups, as virtual meeting and flexible and alternative meeting times allowed for greater participation than in any prior year, we want to build on this success and provide blended virtual and in person meeting opportunities, greater outreach in home languages, and individual outreach to our Foster Youth and homeless families via our Foster Youth/Homeless liaison.|Parent engagement efforts are also monitored for some of our specific targeted populations. A strategy for outreach we have previously monitored is the use of translation services which allows for parent engagement in parent’s native languages. This has shown a consistent use of translation services districtwide in over 26 languages. Additionally, the district makes specific outreach efforts to engage with parents or guardians of our most vulnerable students such as those experiencing homelessness or in foster care starting with individual meetings with parent/guardians upon enrollment at ongoing targeted supply distributions and annually seek input from target families on services provided, needed resources and what could be improved. Also as part of the CDE EHCY homeless grant 3 year writing cycle we do a parent needs assessment survey with our families experiencing homelessness to develop and implement goals to best meet the needs of our families. Given all of these factors, the district aims to work toward the following goals in the coming years to retain increased levels of engagement and to enhance outreach efforts. Goal number one would be to consistently provide these varied levels of opportunities for families to be engaged and have access to services in their native languages. This would be accomplished through monitoring the use of translation services and maintaining at least the same number of district level & school site opportunities for families to engage such as committees, advisory groups, etc. Additionally the district would continue our efforts to increase representation in our school site and district groups with targeted student populations. Another important goal for the district will include a focus on increasing access and visibility of some of our district resources such as TUSD South Bay Families Connected and Care Solace.|The LCAP indicator for parent engagement is a local measure which allows us to customize the way that we assess parent engagement. In order to assess our current progress and goals moving forward the district provides ongoing opportunities for parent engagement at multiple levels. Not only does the district provide required and not required formal opportunities for parent engagement such as School site council, Title I parent meetings, ELMAC, DELMAC, District LCAP parent advisory, and the District Communication Committee (DCC) each school site creates, develops and implements site specific strategies & activities aligned with their own community needs. In the past several years the district provides opportunities for parents to participate in at least 8 district groups and committees. In addition there are additional opportunities for parents to engage not only at the school site but also at the district level with parent activities and events hosted by the district such as large district wide events (GATE)parent workshops and support groups. For instance, this school year there were 25 district workshops, events this year alone unique because of the increase in parent input sought & outreach offered related to COVID. In comparison, previous years without COVID(2018-2019) there was an average of 12 district events We were able to develop and implement some innovative strategies to outreach to TUSD families, we were able to provide summer wellness wednesday zoom workshops, started a parent wellness phone and email line and launched the TUSD virtual wellness center. These efforts have allowed us to publicize and increase access to our TUSD resources TUSD South Bay Families Connected and Care Solace. Although the pandemic posed a unique situation that created an opportunity for unforeseen increases in engagement, the district is planning on making efforts to maintain some innovative strategies to retain levels of engagement. An area for improvement will be to continue with our Strategic Communication Initiative, where for the past two years we have contracted with communication and outreach specialists to develop district wide communication standards to increase communication and outreach capacity among all staff. Going into year 3, we will continue to provide training to broaden our communication efforts, reaching more parents, in more languages, and through multiple modes and access strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-21||2021 19650940000000|West Covina Unified|3|Parents/guardians in the West Covina Unified School District provided ongoing input to both district and school decision making during the course of the 2020-2021 school year. Meetings were held virtually due to COVID-19 restrictions. There was representation from each school site, from elementary to secondary, on the Local Control Accountability Plan (LCAP) District Advisory Committee as measured by membership lists. Parent representation reflected low-income, English learner, reclassified fluent English proficient, foster youth, and students with disabilities student groups. The LCAP District Advisory Committee was also comprised of school and district administration, teachers, and classified staff, including staff who work directly with unduplicated pupils/targeted student groups. The LCAP District Advisory Committee configuration allowed for varied opportunities for school/district staff to build capacity with parents/guardians in working collaboratively to review student achievement data, evaluate programs, and provide ongoing feedback on the progress of LCAP goals. There was also District English Learner Parent Advisory Committee (DELAC) representation from each of the school sites. Parents of English learners were invited to participate in the DELAC to ensure representation and solicit input on the LCAP and programs from each school site. The district maintained a foster youth committee of staff, students, foster parents, and community agencies to examine and address the needs of foster youth to support the well-being and academic achievement of foster youth. The committee met and provided recommendations following monthly foster youth parent/guardian training meetings throughout the 2020-2021 school year. At the site level, there was a functioning School Site Council or Parent-Student Advisory Committee at 100% of schools in the district. School Site Councils at the elementary, middle, and intermediate levels consisted of a majority of parents of students at the school, including unduplicated pupils. At the high school level, Parent-Student Advisory Committees consisted of parents and students at the school, including unduplicated pupils. Parents/guardians at all school sites were asked to complete the annual local climate survey in the spring of 2021. The survey included questions about academic achievement, communication of student progress, administration, counseling for students, student safety, grading practices, morale, and school and district communication with parents and guardians. We will continue to find the best ways to engage our families in decision-making.|The West Covina Unified School District strives to build and sustain significant relationships with families in order to support students’ well-being and high levels of student achievement. During the 2020-2021 school year, many forms of outreach were provided at the site and district levels to increase communication and positive relationships with our families. The implementation of ParentSquare greatly increase two-way communication between families and schools in their native language. Our Family Resource Center continued to provide resources, referrals, and services to our families, especially our foster youth and homeless population. English learner parent/guardian representatives from each of our schools were provided with opportunities to provide ongoing feedback on site and district supports and services for a wide range of students representative of various cultures and languages. Parents/guardians of our students with disabilities were provided with parent workshops throughout the year on various topics of interest and importance to them. District staff collaborated with school level staff to proactively respond to the social/emotional needs of students across the district, in collaboration with our families. Varied technology platforms, including social media and online surveys, were utilized to distribute timely and relevant content to help facilitate effective and improved communication between the district and the community. As measured by our annual local climate survey, a district wide goal to maintain high levels of positive customer service was achieved. Over 90% of families stated that they had opportunities to share their thoughts and opinions with the sites and strict office. We will continue to reach out and engage with families to build relationships for the betterment of all students in our district. We will improve the engagement of underrepresented families by monitoring our outreach data and soliciting input on the best ways to serve the needs of families.|The West Covina Unified School District worked diligently to build and sustain essential partnerships with our families despite the limitation of being unable to meet in person due to COVID-19. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through a variety of virtual formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings, and parent/guardian-teacher conferences were held virtually to share important achievement data along with information and resources to support student learning and development in the home and at school. During the 2020-2021 year, West Covina Unified implemented the use of ParentSquare to improve and greatly increase two-way communication between families and schools in their native language. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups. There is a need to ensure that families, especially underrepresented families, continue to have opportunities to engage in meaningful input and decision making at all schools and at the district level for increased student outcomes. We seek to enhance our ability to engage families by providing enhanced experiences that will draw families to make personal connections with them for increased student achievement and positive engagement. There is a need to continue to provide workshops and opportunities at optimal times of the day and through various formats that serve the needs of unduplicated, targeted, and underrepresented student groups.|5|4|4|5|4|4|4|4|5|5|5|5|2021-06-22||2021 19650940112706|California Virtual Academy @ Los Angeles|3|"Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation and Social & Emotional Learning. Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: • Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. • For students, more opportunities to interact in CC sessions • Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. • We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. • The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Two-way communication between parents/families and school, include: • ParentSquare • K12 Learning Coach App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student’s Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participate in future survey. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, stakeholders are asked to provide input on procedures, programs, and policies. An area that will positively impact the school’s culture is Social and Emotional Learning (SEL). In SY 20-21, CAVA will implement a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact upon the school’s culture, all stakeholders are involved in the SEL mission."|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-11||2021 19651020000000|Westside Union Elementary|3|At the site level, School Site Councils and English Language Advisory Committees meet regularly. The same is true of the Superintendent’s Advisory (PAC) and the District English Language Advisory Committee, district-level committees. Families representing low-income students, English learners, and foster youth participate in the Superintendent’s Advisory meetings, which are held five times each year. Training regarding roles and responsibilities for advisory groups is provided annually. Advisory committees at both the school sites and at the District level participate in decision making, analysis of data and progress, and provide input on the plans such as the school site plan and/or the LCAP. PTAs, which also provide a variety of leadership opportunities for parents, are active at most sites, particularly the elementary sites. The vast majority of parent involvement activities are developed and implemented by staff. Few parents are actually involved in the development and implementation of parent engagement activities. Focus Area: Increase the percentage of underrepresented families who serve in leadership roles at school sites as well as within the Superintendent’s Advisory (PAC) by 5%.|Over the past several years, the District has made consistent progress in creating systems that develop the capacity of the staff to build trusting relationships with families. Ongoing professional development is provided for classified staff members, including the bilingual assistants and Campus Climate Assistants, to act as liaisons between the community and the school . The members of these job classifications have contributed significantly to building relationships with families within the District. In the 2020-2021 school year, evidence of this service included the increased numbers of parents participating in ELAC, DELAC, and the Parent Literacy Program. An additional parent engagement strength during the health crisis was the proactive communication that took place between the counseling department, which included the Campus Climate Assistants, and parents. As part of the tiered system of support to mitigate barriers presented by the health crisis, the counseling department reached out to families throughout the school year. Total families contacts total over 38,000, which included phone calls, Zoom/Google online meetings, and email. The counseling department was able to connect with students and families in an ongoing and proactive manner. Each year, the California Healthy Kids Survey is provided to parents in the community. The survey was open for parents in February 2021, and 1,010 parents participated. As a result, the school sites review the data and build systems to increase parent engagement and participation. Parent Teacher conferences can be scheduled throughout the school year. However, two non-student days are built into the calendar in October. The allotted time provides many of our families the opportunity to meet with teachers and support staff during the school day. It is preferred that conferences are held in-person. However, meetings can be scheduled through Zoom/Google or by phone. Many supplemental support staff members, such as counselors, psychologists, social workers, and administrators are able to attend the meetings at these times. Focus Area: Increase the percentage of underrepresented families, particularly those supporting foster and African American youth, who participate in school activities, parent workshops, and parent teacher conferences.|Formal parent-teacher conferences are held twice a year for at-risk students. Professional development is provided to assist staff in making these conferences as collaborative and meaningful as possible. Site administrators and counselors are adept in supporting parents in advocating for and exercising their legal rights. Ongoing professional development, led by district staff and outside consultants is provided. All District staff are participating in professional development to encourage discussions of equity and implicit bias. The professional development series includes three sessions. Part I was held during the 2020-2021 school year. Part II and Part III will be held during the 2021-2022 school year. During the health crisis of 2020-2021, the District sought innovative ways to continue two-way communication with stakeholders; which included online surveys; personal phone calls; mass email distribution; online conferences through Zoom and Google; and through the Let’s Talk feature on the website. As a result of COVID-19 pandemic, the Empowering YOUth Festival was not held. This event brings a variety of resources together so families can gather at one location and find resources all centered around health and wellbeing, which include mental health services, extracurricular programs such as dance or karate, and educational resources. This event is scheduled for the spring of 2022. The District is currently in the process of constructing a Community Engagement Center, which will include a flexible space to provide much needed workshops for parents and the community. The need for a center to bring services and classes to families has been discussed by stakeholder groups. Focus Area - The District transitioned to full implementation standards-based grading in grades K-6 has been implemented districtwide this school year. To facilitate this transition, an area of focus is to assist parents in becoming more familiar with the content standards and the premises of standards-based assessment and grading by developing a series of parent workshops/training.|3|4|3|4|3|3|4|3|4|4|3|2|2021-06-29||2021 19651100000000|Whittier City Elementary|3|All families are invited to participate and engage fully in all school activities and advisory opportunities. Every year, the Whittier City School District distributes the LCAP Parent and Community Survey inviting all families to participate. Surveys are provided in both English and Spanish to ensure parents can access the survey. On the 2020 LCAP survey, WCSD received 1,325 responses. This year also embedded within our LCAP survey was an additional survey focused on the needs of English Learners. Parents of English Learners participated in the development of the survey and provided input on questions related to the needs of English Learners. Of those who responded, 86% feel their participation and input are valued and 81% feel there are multiple opportunities for them to be involved in school and 76% feel that they are given the opportunity to make decisions at the school site. Our committed and active Parents Advisory groups and DELAC committee meets regularly to provide invaluable input on how to improve opportunities for parent engagement and increase student learning. An area of focus will be to increase our efforts with improving the engagement of underrepresented families. We have implemented online two-way communication platforms and improved the ease and access to District and school websites, increased the frequency of our social media posts, and continue using traditional forms of communication to ensure our families are aware of all school activities and opportunities to be involved in the decision-making process of school programs. Furthermore, a community liaison is available at every school site to support outreach to all families including those with exceptional needs and families of underrepresented students.|The Whittier City School District has a well-developed and sustainable parent engagement initiative. As part of this process, WCSD identified a need to increase parent engagement and parent education opportunities. WCSD established an active Parent Center where parent education classes are offered. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions. Most recently, WCSD has partnered with parents to provide training and guidance with supporting families during Distance Learning. WCSD partners with several community organizations that provide parent outreach and education on a variety of relevant, current topics affecting our families. All of our workshops are available at both the WCSD Parent Center and also at the site level depending on the input of parents. Our Community Liaisons and School Social Workers collaborate together to provide workshops and parent education at every site. In addition, we have partnered with several consultant groups that specialize in providing high-quality training for parents on relevant topics. Future goals in this area will include developing and growing a stronger partnership with families around the needs of students. In addition, we will focus our efforts to provide more opportunities for our parents to learn about their legal rights and advocacy to ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs.|Whittier City School District believes in the importance of building and sustaining strong relationships with the families we serve and our local community. Our efforts to provide various avenues of outreach and support to our families and students have resulted in positive trends towards building strong relationships according to data from the Community and Parent LCAP Survey from 2020-2021. Results indicate that 87% of parents feel their input and participation at their child's school is welcomed and valued, and 88% of parents report that they feel welcomed when visiting a school site. Developing a culture that promotes inclusiveness and acceptance of various languages and cultures helps build safe and trusting relationships at school sites. According to our LCAP survey, 87% of families agree and strongly agree that the District and schools promote an understanding and acceptance among its racially, ethnically, and culturally diverse student body. To further improve our relationships with our community, The District will increase its efforts to provide timely communication and information that is easy to access for all families. We will continue to implement online two-way communication platforms by implementing a system that will improve access to District and school websites, increase our social media posts while continuing to use traditional forms of communication to ensure our families are aware of all school activities and opportunities to be involved in the decision-making process of school programs. Furthermore, a community liaison is available at every school site to support outreach to all families including those with exceptional needs and families of underrepresented students.|5|4|4|5|5|5|5|3|5|5|4|4|2021-06-15||2021 19651360000000|William S. Hart Union High|3|As in previous years, all groups identified 3 areas as strengths in this cluster. The area not being scored as a strength is the District’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. Given the current need to re-engage students and their families back into the school culture, this area needs to be made a priority. A strong emphasis will be placed on accomplishing this with all families, but especially with our underrepresented families.|All groups identified the District’s progress in providing families with information and resources to support student learning and development in the home as a strength. This focus was a direct result of the district's work in preparing for and maintaining the necessary set up for the 18 months of distance learning that occurred during the school closures due to the pandemic. The expansive use of digital platforms, such as Zoom, for school meetings was also pointed out as an asset for increasing the communication between families and school personal, especially underrepresented families. The area identified as a focus area for improvement is the District’s progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students. A strong emphasis will be placed on accomplishing this with all families, but especially with our underrepresented families.|All groups identified the District’s progress in creating welcoming environments for all families in the community and engaging educators and families in 2-way communication as strengths. They site the work done by school staff during the school closures and the use of digital communication platforms as evidence supporting their claims. An area identified as a focus area of improvement is supporting staff in learning about each family’s strengths, cultures, language and goals for their children. A strong emphasis will be placed on accomplishing this with all families, but especially with our underrepresented families.|3|4|2|4|4|5|2|3|3|4|4|4|2021-06-09||2021 19651360114439|Mission View Public|3|One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 83% responded that they see the school sustaining this effort. The school holds parent engagement activities like PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school nights, and parent-teacher-student conferences. Parent Advisory Committee meetings could increase in attendance and participation. The pandemic was an obstacle early on last year. We try to have our materials in English and Spanish. Our doors are open for families, especially when we fully reopen with school events, like back-to-school night. The school will continue to engage our underrepresented families through personal phone calls and L4LConnect/Parent Square notifications in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings, PAC, and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, their personalized learning plan and progress updates. The school meets with parents/guardians at the beginning of the year to plan out their students’ courses for the year. Regular check-in occurs monthly and weekly communication occurs regularly. Administrators make it a point to join in on intervention meetings with struggling students, including IEPs. All of our meetings with parents start with their rights and discuss advocating for the student and by the student. We have multiple documents that get sent out to parents that inform them of their rights through the SPED department process and Student Retention Support department process. We always need to focus on communicating parental/guardian educational rights with all families. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and PAC/ELAC meetings.|Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 7 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 394 parents attending orientation, conferences and awards last year. We have also built a Parent University in which parent workshops and classes are offered multiple times throughout a given month. Since December 2020, we have a total of 62 parents attending these workshops so far. Our school culture is welcoming to the entire community. We even serve students from other schools to provide them summer school/credit recovery opportunities. We partner with community outreach programs as well as neighboring schools and even allow students to re-enroll when they have been previously transitioned out. Additionally, parent classes and informative events are organized. Our staff communicates with parents/guardians through weekly phone calls, texts messages and email concerning student academic progress. Many staff members are bilingual and help with communication in order to meet the needs of our community. This year, we hired a bilingual paraprofessional who helps translate school communications, Parent University workshops, and parent events to ensure equity in parents/caregivers’ access to school information. Our professional development includes education regarding our community's population to help us better understand and support our students. We discuss best practices for reaching out to students and their families throughout the year.|4|4|4|4|4|5|4|4|5|5|5|5|2021-06-02||2021 19651361996263|Opportunities for Learning - Santa Clarita|3|Strengths - OFL-Santa Clarita has established DELAC and School Site Council where Parents can view and participate in budgetary discussions, provide feedback on SPSA/CSI plans, review the LCP and LCAP plans, and conduct data dives and root cause analysis for LCAP and WASC planning. School Site Council participates in developing the SPSA/CSI plans based on a comprehensive needs assessment with data dives and participates in the decision making process for school improvement and programs. A process to analyze specific data, agree on areas of focus, and create measurable metrics or goals that focus on OFL-Santa Clarita’s special populations was established to help the School Site Council conduct an effective needs assessment. The CNA Data Analysis Google Sheet was shared with all stakeholders and an introduction to provide some guidance for the group. The School Site Council focused on Graduation Rate and noted that in all the graduation rates, the socioeconomically disadvantaged group is the largest group. There was an increase in the graduation rate of students with disabilities. The EL population is the only one that declined. They recommended the school provide more support to all groups to increase the graduation rate which is addressed with SPSA Goal 1, Metrics 3 & 4, Strategies/Actions 1, 2, 3, and 4. Stakeholder feedback on school improvement is solicited at Open House and Back to School Night and stakeholders are surveyed multiple times per year so OFL-Santa Clarita can gather input data to drive decision making. Area of Improvement - While parent engagement events such as open house, focus group meetings, community partnership events, and resource and career fairs provide a time in which parents and students can interact with our school administrative and instructional staff outside of appointment times parent participation is low; around 8%. Since parent engagement events offer an opportunity for parents to discuss their student’s academic progress in light of their post-secondary goals and also to give feedback on broad school programs and initiatives, OFL - Santa Clarita will be focusing on ways to increase parent participation.|Strength - OFL-Santa Clarita has worked hard to establish open communication between school staff and families. Teachers communicate with parents consistently each month regarding student academic progress, attendance, and strategies to support learning at home and at school. Teachers utilize multiple means of communication such as phone calls, emails, Remind, Back to School Night, Open House, fliers, social media, and School Messenger. Achievement Chats continue to take place at least twice a year to go over the student academic progress with parent, staff and student participation at 96%. Additionally, parents have the option to speak with the administration and staff through set appointments or Fridays. Parent engagement events such as open house, focus group meetings, community partnership events, and resource and career fairs provide a time in which parents and students can interact with our school administrative and instructional staff outside of appointment times. Parent engagement events offer an opportunity for parents to discuss their student’s academic progress in light of their post-secondary goals. OFL – Santa Clarita provides annual professional development to staff through Conference In a Day where at least 1 breakout session is devoted to stakeholder engagement/parental communication. OFL-Santa Clarita provides additional support to its unduplicated students. Students with Disabilities are supported by Special Education Specialists and Paraprofessionals to assist them with meeting their academic, social, and emotional goals. EL students are supported by English Language Specialists to assist them with language acquisition and meeting their academic goals. Foster Youth and Homeless students are supported by Post-Secondary Counselors to assist with academic strategic planning. Additionally, OFL – Santa Clarita provides Post-Secondary Counselors and Career Pathways Coordinators to provide students and families with opportunities surrounding college and career events, various career pathway options, and preparing for life after high-school. Area of Improvement - OFL – Santa Clarita offers many opportunities for parental involvement but has only experienced an 8% participation rate despite its efforts to promote these events. An area of improvement is to increase stakeholder participation in engagement events which has been addressed in LCAP Goal 4, Actions 2 and 4 where we look to host various events to increase parent and student connectedness to school and improve school connectedness by utilizing school messenger, social media, google voice, and Remind to advertise and message stakeholder events.|Strengths - OFL-Santa Clarita provides multiple opportunities for families to engage with school teachers, staff, and administrators. Family engagement begins at orientation where the new student and parent/guardian are able to meet and build positive relationships with the teacher, Post-Secondary Counselor, Career Pathways Coordinator, and Assistant Principal. These positive relationships are maintained through Achievement Chats which help OFL-Santa Clarita to increase 2-way communication between the teachers and families as well as address the student’s needs every semester. Achievement Chat Participation was 96% Re-engagement strategies have been implemented to ensure that students are connected with the necessary resources to be successful during distance learning and when students are able to return to in-person learning. These resources include connecting students with tutoring services, mental health resources, and social services. When needed, school psychologists were available to offer social-emotional support for students. 36% of students and 23% of parents indicated they would like to see more access to counseling at school. To continue re-engaging students as the school returns to in-person learning, appropriate professional development will be provided for teachers to continue supporting student development. Family engagement opportunities are provided throughout the school year including Back to School Night, Open House, awards ceremonies, and committee meetings. OFL-Santa Clarita continues to offer various events and activities throughout Distance Learning, shifting events to virtual platforms to encourage engagement. Many events are held live and also recorded to increase stakeholder accessibility. Area of Improvement - Currently, OFL-Santa Clarita has about an 8% participation rate from stakeholders and hopes to increase its stakeholder participation rates with more effective mass communication with parents and students as well as having teachers increase individual messaging and innovative promotion of events. This is reflected in LCAP Goal 4, Action 2 - Parental involvement and Stakeholder Engagement and Goal 4, Action 4 - Improve School Connectedness. Celebration, Reclassification Ceremony.|4|3|4|4|4|3|3|5|3|3|3|3|2021-06-16||2021 19651510000000|Wilsona Elementary|3|The Wilsona School District utilizes a variety of techniques to engage parents and community groups to seek input to the district.; this included in person meetings, virtual meetings and digital surveys. The District is researching the option of having Parent Liaisons at each school site to provide outreach with a particular focus on building relationships with our underrepresented families.|Wilsona School District (WSD)offered professional development for teachers, counselors and administrators in Restorative Justice, Capturing Kids Hearts and PBIS. The WSD also partnered with community organizations such as Parents Educators Students in Action (PESA), and Save the Children, who provided multiple, virtual, parent workshops. Students were provided with hotspots and chromebooks, by the district. Save the Children and the WSD Parent Liaison, in conjunction with Parents Educators and Students in Action provided school supplies and mental health support to our families. The Wilsona School District is focused on working with local agencies to provide more opportunities for partnership to meet the needs of underrepresented families.|Wilsona School District (WSD)offered professional development for teachers, counselors and administrators in Restorative Justice, Capturing Kids Hearts and PBIS. The WSD also partnered with community organizations such as Parents Educators Students in Action (PESA), and Save the Children, who provided multiple, virtual, parent workshops. WSD utilizes Blackboard Connect and the Superintendent as well as site administrators send weekly message blasts via phone and email. Vista San Gabriel utilizes Class Dojo for digital communication with parents and teachers. The district established a technology hotline in order to respond to families and students with questions related to chromebooks and hotspots. The WSD is focused on providing an expanded digital platform in order to be more user friendly for the school community. The WSD is exploring resources and opportunities to provide workshops to support the needs of our families.|4|4|4|4|4|4|4|4|4|4|3|3|2020-09-17||2021 19734370000000|Compton Unified|3|CUSD seeks input for decision-making from parents to jointly develop plans and policies throughout a variety of advisory and decision-making committees both at the site and district levels. Among these committees we have the following: School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and the District Black Parent Advisory Committee (DBPAC). In addition, there are multiple opportunities for parents to share input, including ongoing Special Education parent meetings, LCAP community meetings, Safety Committee meetings, etc... Although there are multiple systems in place within the organization to seek input from parents, more effective ways need to be explored to reach and engage more parents. CUSD will continue to involve all pertinent district departments (e.g. Pupil Services, English Learner Department, the Department of Black Student Achievement, the Special Education Department) in family involvement activities. We will also provide training to parents to emphasize the importance of their participation in both decision-making as well as advisory committees, and how their voices play an important role in informing policy. Finally, we will share with parents information regarding the roles and responsibilities of school site councils as well as other advisory committees that are available to them in our district.|One of our strengths in the Compton Unified School District (CUSD) is the use of our Community Relations Specialists (CRS) as liaisons to support and maintain relationships between the school community and families. CRSs oversee the Parent Centers at the school sites, and they closely communicate with parents, teachers, and school administrators to identify needs and provide resources and services. They also help recruit and train volunteers; conduct and facilitate training and workshops for parents and staff; and provide information and orientation to teachers, staff and community concerning program objectives. In order to improve the engagement of our underrepresented families, a concerted effort will be made to effectively train staff, teachers and administrators on how to cultivate trusting and respectful relationships between schools and families. CUSD offices and departments will cultivate an atmosphere that is welcoming to parents, and CRSs will supply the front office with important information to disseminate among parents: leadership opportunities (DELAC, DBPAC, SSC, ELAC, BPAC), Volunteers in Public Schools (VIPS), workshop calendar, Parent Center resources, and calendar of school and district events. All these resources will help promote parent participation and engagement, while educating parents on effective ways to navigate the school system. Administrators will also encourage regular two-way and meaningful communication with parents, and they will use ParentSquare and other written or electronic methods to reach out to and systematically communicate with our families.|Over the years, Compton Unified has made steady progress in the area of parent engagement. In collaboration with the schools, our district has promoted parent education workshops, classes, and/or conferences to better equip parents with the information, knowledge and skills necessary to support their students in the educational process. These opportunities for parents have covered topics such as the CCSS content standards and related assessments, online programs, implementation of IEPs/504, social-emotional issues, trauma, parenting, equity and social justice, and health-related topics. Even in the context of the COVID-19 pandemic, our schools found ways to effectively engage many of our parents. Particularly at the elementary level, parents became true partners in the learning process, and they were essential to successfully implement distance learning. As we start planning for the upcoming school year, we would like to build momentum and continue close collaboration with our families. We would like to increase parent participation through targeted engagement and communication with parent (advisory) groups, including the District English Learner Advisory Committee (DELAC), Parent Advisory Committee (DAC/PAC), Community Advisory Committee (CAC), District Black Parent Advisory Committee (DBPAC), and Parent Teacher Association (PTA). These committees will have an opportunity to provide input and collaborate to identify equitable and culturally responsive academic and social practices to ensure educational equity and address disparities in achievement for African American students, English Learners, students with disabilities, foster youth, and students experiencing homelessness. CUSD will continue to provide ongoing training to all staff regarding the value of parent/family contributions and to work as equal partners. We will also provide training for parents at the most convenient times to develop skills that they can use at home to support their children’s academic efforts. Finally, additional efforts are necessary to find ways to reach and engage more families. Feedback from parents/families have determined that meetings/trainings/workshops need to be more captivating and hands-on. Therefore, a needs assessment will be created to identify areas of improvement for our underrepresented parent/family engagement practices and to generate ideas on the subject.|4|4|3|5|4|5|5|4|4|4|4|4|2021-06-22||2021 19734370137893|KIPP Compton Community|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 19734370137984|Animo Compton Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors implementation of LCAP actions and services throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities, as well as curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders on the LCAP, including reviewing the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. In the fall the Principal reviews the purpose of the LCAP and the previous year’s LCAP with the SAC. In subsequent meetings, the Principal references the LCAP and its goals. The SAC reviews the LCAP before it is finalized annually to provide feedback on the budget and suggestions on the actions and activities to improve school outcomes. In addition, the LCAP is presented to the Green Dot Public Schools California Board in a public hearing prior to its approval. Additionally, the school offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The school also supports parents in growing their skills in active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s Community Organizing Institute, which teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. The school offers multiple opportunities for parent engagement. A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 19734450000000|Hacienda la Puente Unified|3|The following are examples of strengths and progress identified within LCAP Survey responses: 62% of respondents feel parents have a say in the decision-making process in their school. 45% of parents feel they have a say in the decision-making process in the district. Focus area for improvement within the LCAP: Continue to build parent capacity and participation in school and district decision-making processes, including school site and district parent advisory groups, and the LCAP stakeholder engagement process.|The following are examples of strengths and progress identified within LCAP Survey responses: 67% of respondents feel the school encourages involvement from community organizations. Parent respondents rate the overall level of parent involvement in HLPUSD from moderately involved (46%) to very involved (24%), to extremely involved (5%). Focus area for improvement within the LCAP: Continuously deepen implementation of a comprehensive, districtwide parent education program that will build parents’ capacity to engage with and support their Pre-K through 12th grade students’ education and college and career readiness.|The following are examples of strengths and progress identified within LCAP Survey responses: 95% of parents feel they are able to communicate with teachers and staff when they need to. 80% of respondents feel the school encourages parental involvement. 65% of respondents feel comfortable in participating in school activities for parents. Focus area for improvement within the LCAP: Further increase meaningful and active parent and family engagement in school and districtwide by providing multiple opportunities. Continue to build meaningful parent and family engagement by providing translation services, babysitting, scheduling convenient meeting times, utilizing email, ParentSquare, and phone communication, and supporting parents to utilize Aeries Parent portal.|4|4|3|4|3|4|4|4|4|4|4|4|2021-06-24||2021 19734520000000|Rowland Unified|3|RUSD Parent Survey, May 2021 (n=2,792) I have opportunities to give and share my thoughts and opinions with the school site. 92.7% agree/strongly agree I have opportunities to give and share my thoughts and opinions with the District. 85.1% agree/strongly agree RUSD Staff Survey, May 2021 (n=800) How would you rate your school's / department's need for support/tools/training in seeking input from families? 29% - We are very strong in this area. 50% - This is firmly in place, but we could use some additional support/tools/training. 21% - We need support/tools/training to improve this area at our school. Our district values the input of parents in the decision-making process. District Direction 3, “Communicate and Collaborate,” focuses on ensuring all parents have the opportunity to receive timely information and participate in the planning and implementation of programs for all students. Throughout the year parent advisory committees convene to receive updates on educational services, participate in workshops, and provide input on district initiatives. During the 2020-2021 school year each site included parent representatives in their School Site Council (SSC), which oversees the school plan. In addition, each site provided parent representatives to serve on the Superintendent’s Parent Council (SPC - PAC) and the District English Learners Advisory Council (DELAC). During the annual 2021-2022 LCAP revision process, the district ensured parent participation through an online survey, community input meeting, and participation in the District LCAP Council. The meetings included updates on progress implementing the current LCAP, along with structured focus groups to collect feedback from parents used to make modifications to the LCAP. Parents shared an appreciation for opportunities to share their input, as reflected in the survey, and expressed desire to continue ways to close the loop on feedback offered at the site and district levels.|RUSD Parent Survey, May 2021 (n=2,792) The school effectively communicates my child’s academic progress. 95.0% agree/strongly agree I understand how to advocate for my child’s needs in school? 93.5% agree/strongly agree RUSD builds strong partnership with families. Site leadership and teachers meet with parents throughout the year, both formally through school-wide parent/teacher conferences, and informally as the need arises. At back-to-school nights, teachers share important ways that parents can support their child’s learning at home, and sites provide parent training throughout the year. During the annual LCAP stakeholder feedback, parents shared appreciation for the training sessions provided throughout the 2020-2021 school year, despite the realities of virtual learning, including Wellness Wednesdays, Tech Bytes, Go Go Grandparents, and Secondary Success.|RUSD Parent Survey, May 2021 (n=2,792) I have a trusting and respectful relationship with school staff (teachers, administrators, office staff, etc.) 94.8% agree/disagree The employees at my child’s school treats my child with respect. 96.3% agree/strongly agree My child's school promotes and celebrates diversity. 95.5% agree/strongly agree I receive communication regarding school, District, and community events in a language I understand (e.g. Parent Square, Website, Email, Phone Calls, Social Media, etc.) 98.0% agree/strongly agree I am able to communicate with staff (e.g. teachers, administrators, office staff, etc.) at my child’s school when needed. 95.8% agree/strongly agree I receive communication from the school or District in a language that I understand. 98.8% agree/strongly agree RUSD Staff Survey, May 2021 (n=800) How would you rate your school's / department's need for support/tools/training in building relationships with families to support student success? (n=709) 32% - We are very strong in this area. 49% - This is firmly in place, but we could use some additional support/tools/training. 19% - We need support/tools/training to improve this area at our school. RUSD builds strong relationships with our families, which includes providing translation services. We ensure all parents have the opportunity to communicate in their primary language with school staff. For example, on the annual parent LCAP survey, 26.7% of respondents accessed the survey in a language other than English. Translators in Spanish, Chinese and Korean are available for in-person/live translation at Parent Advisory Meetings, Parent Conferences, Individual Learning Plan Meetings, Student Success Team meetings, and all district and school events. The district currently employs two full-time Spanish translators, one full-time Mandarin translator, and one part-time Korean translator. The district’s commitment to providing translation service is represented in continued support for Korean language translation even though the population falls well below the 15% federal threshold for requiring translation. During LCAP community meetings, parents recognized the high-quality ongoing 2-way communication that occurs at the district and school levels through social media, online websites, Aeries Homelink, the RUSD App, PeachJar, phone calls, and marketing videos that share the story of our schools. They especially appreciated the streamlined communication tool ParentSquare introduced this year as a result of parent feedback last year. During the DELAC meeting, parents shared an interest in providing additional real-time translation services, especially as they call the technology hotline seeking assistance with remote learning. There was interest in also expanding the availability of translation services to include languages other than Spanish, Chinese and Korean. Parents shared how much they appreciated the efforts of teachers and Principals to reach out and conne|4|4|3|4|4|5|3|4|4|4|5|4|2021-06-10||2021 19734520120600|iQ Academy California-Los Angeles|3|Met: IQ Academy provides multiple options for families to provide feedback, input and involvement in decision making. Families are asked to participate in surveys, LCAP meetings and Board meetings in order to provide feedback for the school. While all families are given the opportunity, specific strategies have not been fully developed to target underrepresented groups in the school community.|Met: IQ academy continues provides professional development in the 7 mindsets curriculum to all staff that work with families and students. We also have developed our internal COMPASS team who manages provides tiered support for students in areas ranging from social emotional to technical support. COMPASS also has a Homeless Liaison and a Trauma Counselor on staff to support student learning and development in the home as well as address family needs. The school intends to implement CARE SOLACE in the 2021-2022 school year to provide referral-based supports to families who need mental health care assistance outside the scope the school provides.|Met: IQ academy assigns teachers a homeroom where onboarding and support is offered to assigned students. Homeroom teachers make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed. A variety of student data is monitored by the homeroom teacher including attendance and progress and used to develop working relationships with families. The school continues to solicit feedback from families regularly using surveys to measure satisfaction/preparation and provide administrative support for families who have an identified need. We want to develop more community oriented in-person outings for student and family socialization. COVID has made this a challenge and we are hoping that guidance relaxes and allows for development of in-person outings in the near future.|4|4|4|4|4|4|4|4|4|4|3|4|2021-06-08||2021 19734600000000|Walnut Valley Unified|3|Walnut Valley Unified School District provides opportunities for families, teachers, principals, and District administrators to collaborate, plan, and execute family engagement opportunities. Moreover, the District seeks feedback after every event to continually improve practices and procedures. Parents are encouraged to join committees such as ELAC, DELAC, School Site Council, Community Club, Coordinating Council, and the Parent Leadership Development Seminar. Most of these committees are decision-making and/or advisory groups. In lieu of a parent-teacher association, Walnut Valley has a community club at each school site. Community Clubs work in partnership with the school administration team to support family engagement events and provide a parent voice and perspective to the school principal. Coordinating Council is comprised of the presidents of each Community Club. They meet regularly with the Superintendent to build capacity and provide input on current policies and practices. Both comprehensive high schools have a variety of parent clubs that actively recruit parents of underrepresented student groups. This forum allows parents, especially from underrepresented groups to have a voice within their school community.|Walnut Valley Unified seeks to continue to build partnerships between school and home to improve student outcomes. WVUSD builds capacity with school administration and teachers through the use of the District leadership team, principals meetings, and other capacity-building meetings such as Elementary Learning Specialists (ELS) monthly meetings, Counselor Network Meetings, and Assistant Principal Meetings. These meetings are just one way that the District is providing professional learning opportunities to support school leadership teams build capacity to increase student outcomes. At the onset of the pandemic, WVUSD created a website for parents, www.learn.wvusd.org, providing families with information and resources to support student learning at home. The website is continually updated with relevant information to help guide parents and families at home. During the pandemic, WVUSD implemented a new bell schedule for all schools. The schedule provided a uniform start time and end time. It also included a daily student tutorial time to ensure teachers had time to meet with students and families. WVUSD is committed to supporting all families to understand and exercise their legal rights. WVUSD has cultivated a Diversity Think Tank to provide a safe place for parents and school members to learn about advocacy and the importance of student voice. The Diversity Think Tank provides schools with monthly resources focused on race, equity, and culture to build a more inclusive setting at all school sites. Students from all school sites have the opportunity to join the Superintendent's Student Advisory Committee. This committee provides a platform to actively engage students to advocate their needs in a safe and productive environment. During the summer, WVUSD hosted multiple webinars to help families decide what type of educational setting best fit their unique family's needs. For parents who opted for a virtual setting, additional webinars and FAQ sheets were provided to ensure parents were well informed of their decision.|Walnut Valley Unified School District continues to seek out multiple ways to build relationships with staff, families, school sites, and educators. Through a districtwide Social Emotional Learning (SEL) Network and grade level/departments Curriculum Councils, administrators, teachers, and classified staff members learn tools and strategies to help build meaningful relationships with families. For the 2021/2022 school year, WVUSD has hired additional elementary counselors to support staff and parents. The goal is to increase the amount of parent education nights at all school sites. Coupled with the elementary counselors, WVUSD has also increased the hours of bilingual aides to provide translation services for parents. With a focus on research-based strategies, such as Yale's Ruler Approach, WVUSD is committed to creating a welcoming environment for all families focusing on 2-way communication, cultural awareness, and transparent communication. RULER is a systemic approach to social-emotional learning developed at Yale's Center for Emotional Intelligence. RULER aims to infuse the principles of emotional intelligence into PreK to 12 schools, informing how leaders lead, teachers teach, students learn, and families support students. WVUSD recognizes building trusting relationships is crucial for student success. It is one of the five district's focus areas. WVUSD has created multiple opportunities to build relationships virtually. The district has hosted and recorded parent webinars, created Frequently Asked Questions (FAQs), used input from parent, staff, and student surveys, and incorporated a cloud-based community feedback forum (Let's Talk) that helps district leaders and their teams listen to and engage their communities to solve critical school issues. The district hosted, recorded, and translated its annual parent symposium last fall with two keynote speakers. Michel Borba provided a session to help parents understand the importance of building empathy and resilience in kids, and Paul Kanarek provided information on the evolving process of college admission. These innovative approaches have allowed the district to engage with more families during times that are more convenient for their busy schedules in a language they can understand.|5|5|4|5|5|5|5|5|5|5|5|5|2021-06-16||2021 19752910000000|San Gabriel Unified|3|San Gabriel’s strengths and progress in Seeking Input for Decision Making was assessed with multiple surveys. All participants in the District’s Educational Advisory Committee agree their opinions and ideas are listened to when consulting on the LCAP. While the Parent Engagement Self-Reflection Tool indicated SGUSD has fully implemented strategies to build the capacity of staff to engage families and to provide opportunities to work together to implement family engagement activities, supporting family members to effectively engage in advisory groups is an area of focus. The Educational Advisory Committee, School Site Councils, PTAs, the Parents as Education Partners group, and other parent teams throughout the district are focused on the development of parents as partners and decision makers. This year the Educational Advisory Committee will have equal part family members to staff. There are also District and site efforts to involve families in the decision making process to develop the 21st century skills and competencies of K-12 students to be college and career ready. School community liaisons began using mobile phones in 2020-2021 to increase and improve primary communication with parents in Mandarin, Cantonese and Spanish. The number of families served with primary language support has increased significantly.|San Gabriel's strengths and progress in Building Partnerships for Student Outcomes was measured by the Parent Engagement Reflection Tool and the annual LCAP Family Survey. Both metrics indicate there is a strong correlation between family engagement and student outcomes. The surveys were developed to gauge the District's progress in the area of parent partnerships. Survey data indicate 69.6% of families have actively participated in school events and 96% feel that SGUSD encourages parent involvement via email, home calls, social media, flyers and web page notifications. Parent forums and workshops at the District and site level focus on student achievement and learning, provide opportunities for parents to be partners in their students' education.|San Gabriel Unified implemented the Parent Engagement Reflection Tool to gauge perceptions of staff and parents in the area of Building Relationships. District and family Stakeholders responded to four questions that rated the District's progress in building relationships. Most stakeholders felt the District has fully implemented systems to develop the capacity of staff to build trust and relationships with families, create welcoming environments, and develop multiple opportunities to engage in 2-way communication. Key findings from the survey indicate SGUSD values family engagement and input in a number of contexts. San Gabriel Unified School District is committed to supporting staff to learn about family's strengths, cultures, languages and goals for their children by promoting and working in partnership with parents, PTAs, and PTSAs. 91% of parents and guardians agree that their child’s school provides instructional experiences that respect their child’s culture, ethnicity and identity. Together, the District, Schools and Families promote building relationships by offering parent workshops, family engagement nights, and encouraging parents to participate as partners in school events that promote culture and climate at all 8 schools. The District and sites engage in 2-way communication between families and educators in a wide-variety of platforms and forums including but not limited to District and site websites, social media sites, and full translation of all correspondence between school and home.|4|3|4|4|4|4|4|4|4|3|3|4|2021-10-12||2021 19752911996016|Options for Youth San Gabriel|3|OFY-SG has had success by consistently taking the time to provide opportunities for meaningful engagement between stakeholders and staff. We regularly hold DELAC, LCAP, and School Site Council meetings with clear agendas and multiple presenters. OFY- SG has heavily focused on building staff and student relationships grounded in our core values of mutual trust and mutual respect, which remains to be the top priority at OFY-SG. OFY-SG has invested in professional development paths for teachers, utilizing coaches to support teachers in their personally identified needs. Our focus on PD for all teachers was integral in supporting students academic success in the midst of the pandemic. OFY- SG provides all stakeholders with opportunities that engage in community outreach, student support, and focus on student growth. Examples of these opportunities are: Back to School Night, Parent Teacher Conferences, Family Fun Nights, FAFSA Nights, Achievement Chats, Science Nights, and Senior Signing Nights. School Climate Survey data showed that 74% of Students shared that 74% felt strong school connectedness and engagement whereas Parents shared that 86% of them felt strong school connectedness and engagement. Additionally, in regards to Social Inclusion which further entails Students' positive sense of connectedness and engagement in the life of the School as an institution, 62% of Students felt strongly socially included whereas 65% of Parents felt strongly socially included. This also speaks to how the school community creates conditions for success for Students with disabilities to the extent in which they are actively involved, opportunities of socialization, extracurricular, leadership, and decision making. Although we get a good amount of feedback through our surveys, reaching a larger number of stakeholders is always an area of improvement we focus on. We send out email blasts through our school messenger in English and Spanish, however it is difficult to track who is receiving those emails, so asking for feedback in that regard would help us identify the best methods of communication. Additionally, to be more inclusive of all stakeholders, we can reach out to stakeholders in their home language to encourage more participation. Relevant LCAP areas 1. Goal 1 Action 6 - Parental Involvement/Stakeholder Engagement for unduplicated students groups - The Charter will host various stakeholder engagement events specific to unduplicated students and the general student population to seek feedback in the development and growth of our program. The LEA will survey all stakeholders in the Fall and Spring to inform program effectiveness. 2. Goal 4 Action 1 - Parent Involvement and Stakeholder Engagement - The charter will provide a variety of stakeholder engagement opportunities via varied platforms to respond to feedback and input from stakeholders on items such as but not limited to instruction, support services, school climate, and operations.|Our greatest strength is that OFY- San Gabriel has a whole student approach, connecting with all aspects of the student and families as well to ensure the best possible resources for our students. This includes school and community resources; Pathways field trips, technological resources, and parent information nights. Achievement Chats that include a review of progress and the formation of academic plans, support this whole student approach. Through our LCAP and School Climate surveys, we found that a large majority of stakeholders recommend our schools, and we receive many referrals via stakeholders recommendations. Demonstrating a high confidence in the environment we provide for our students as indicated by the School Climate Survey data showed that 74% of Students shared that they felt strong school connectedness and engagement whereas Parents shared that 86% of them felt strong school connectedness and engagement. In addition to providing resources for our special populations, we ensure that stakeholders are fully aware of their IEP parental rights, having digital and physical copies provided, and encouraging parental involvement during IEP meetings. To support our Homeless and Foster Youth subgroups, we have Homeless and Foster Liaisons who regularly check Individual Learning Plans (ILPs) to make sure they’re updated and being enforced. A focus area we identified through our Comprehensive Needs Assessment was on specialized instruction by providing professional learning and support to teachers in order to improve a school’s capacity to partner with families for English Learners, Students with Disabilities, Homeless, and Foster Youth to directly impact outcomes in regards to their academic achievement, reclassification, and overall progress. These subgroups require intervention and resources to facilitate growth and progress in credit attainment. An area of focus for improvement would be further diversifying the type of community outreach opportunities we have for students, that extend into LGBTQ and cultural events. Although we would identify what is available within our communities, getting the feedback from stakeholders in terms of the types of programs we offer would be more impactful.These efforts are evidenced through the following within our LCAP and its actions: 1. EL Specialist aims to provide EL Students Individual Learning Plans (ILP) to provide targeted support aligned to ELA/ ELD Framework through the Bilingual Scholars Program, and professional development in selected intervention programs to incorporate differentiated learning for EL Students. 2. All seniors will meet at least twice with their credentialed teacher and/or Post-Secondary Counselor for strategic planning and goal setting. 3. Post-Secondary Counselors will meet with Homeless students each semester to review academic progress, workforce opportunities, post-secondary plans, and monitor their progress in a socially-emotionally focused course and/or activity.|OFY-SG fully implements developing the capacity of staff to build trusting and respectful relationships with families by providing opportunities for all stakeholders to participate in Achievement Chats throughout the school year. This allows Teachers and Stakeholders to build rapport while discussing Student academic progress as well as receiving feedback to create robust instructional plans for each individual Student. OFY-SG is successful in having built a welcoming environment for all families in the community as we continue to follow guidelines surrounding Public Notices of Board meetings. As noted in the data point from the School Climate Survey supports this focus area as we surveyed Students & Parents regarding their level of School Connectedness and Engagement on a scale of 1-5. Students reported a level 4 whereas Parents reported a level 4.14. Therefore 96% felt School Connectedness and Engagement. Additionally, DELAC and School Site Council Meetings are accessible to Stakeholders in order to promote engagement. OFY-SG is committed to collaborating and welcoming all stakeholders to be able to provide important school information and for their voices to be heard on such matters. We encourage staff to continually increase communications with stakeholders regarding family and student well being. Teachers have weekly contact with families to ensure an open line of communication. During this time, staff has open dialogue with families to ask questions and plan for student academic success. All communication with families are in English and Spanish to ensure accessibility and understanding. We encourage communication and feedback through live interaction such as Google Chat and Meets, phone calls, text messages, and social media on an on-going basis to continually increase 2-way communication with all stakeholders. We also regularly communicate with families through School Messenger to keep all stakeholders informed of school updates. Our focus area of improvement is to identify more methods of communication between staff and stakeholders. Although we utilize phone calls, school messenger, and more, we don’t always have that open line of communication with stakeholders. With every email that goes out, it would be a step forward to confirm that those emails have been received and read, and that the information is available to all stakeholders per household. These discussions were primary motivators in the writing of : 1. Goal 1 Action 6 - Parental Involvement / Stakeholder Engagement for unduplicated student groups 2. Goal 4 Metric 2 - The charter aims to maintain or increase the percentage of students reporting a sense of belonging and safety, disaggregated by student group, as reported on all stakeholder surveys. 3. Goal 4 Metric 3 - The charter aims to maintain or increase the amount of students that participate and complete in social emotional experiences 4. Goal 4 Action 1 - Parent Involvement and Stakeholder Engagement|4|4|4|5|4|4|4|3|3|3|4|3|2021-06-25||2021 19753090000000|Acton-Agua Dulce Unified|3|We have a strong community with members that are actively engaged in our district and attend stakeholder meetings and board meetings. The district can improve on El support for our families and find creative ways to get additional members of the community involved and give opportunities for input.|We have set aside professional development days for teachers and principals. The district can improve upon connections with families by providing additional opportunities for input.|AADUSD has increased its capabilities to reach our families using a variety of technology programs. Blackboard Messaging, Website, Social Media, Local News Papers, All Calls. We have board meetings that the public attends and stakeholders, PTSO, Booster, DELAC, meetings throughout the year to get families involved.|2|2|1|3|2|2|2|2|2|2|2|2|2021-06-10||2021 19753090127100|Assurance Learning Academy|3|One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 97% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school nights, and parent-teacher-student conferences. Parent Advisory Committee meetings could increase in attendance and participation. The pandemic was an obstacle early on last year. We try to have our materials in English and Spanish. Our doors are open for families especially when we fully reopen with school events, like back-to-school night. The school will continue to engage our underrepresented families through personal phone calls and L4LConnect/Parent Square notifications in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings, PAC, and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, their personalized learning plan and progress updates. One person reflected, “We have provided every resource and option possible to allow students to learn from home.” The school meets with parents/guardians at the beginning of the year to plan out their students’ courses for the year. Regular check-in occurs monthly and weekly communication occurs regularly. Administrators make it a point to join in on intervention meetings with struggling students, including IEP meetings. All of our meetings with parents start with their rights and discuss advocating for the student and by the student. We have multiple documents that get sent out to parents that inform them of their rights through the SPED department process and Student Retention Support department process. We always need to focus on communicating parental/guardian educational rights with all families. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and PAC/ELAC meetings.|Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 15 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 3,851 parents attending orientation, conferences and awards last year. We have also built a Parent University in which parent workshops and classes are offered multiple times throughout a given month. Since December 2020, we have a total of 62 parents attending these workshops so far. Parents shared that our school has built trust with students and parents. One parent shared, “They are welcoming and have many resources, but families do not always take advantage of it,” and another shared, “My admin makes sure that every student and parental concern gets resolved.” Our school culture is welcoming to the entire community. We even serve students from other schools to provide them summer school/credit recovery opportunities. We partner with community outreach programs as well as neighboring schools and even allow students to re-enroll when they have been previously transitioned out. Additionally, parent classes and informative events are organized. Our staff communicates with parents/guardians through weekly phone calls, texts messages and email concerning student academic progress. Many staff members are bilingual and help with communication in order to meet the needs of our community. This year, we hired a bilingual paraprofessional who helps translate school communications, Parent University workshops, and parent events to ensure equity in parents/caregivers’ access to school information. Our professional development includes education regarding our community's population to help us better understand and support our students. We get additional trainings to help us resolve socio-emotional issues and understand how to approach escalating student issues. We can do better at learning more about our students by having a stronger relationship with their parents/caregivers to be able to speak about their goals and strengths.|4|4|4|5|4|4|4|4|4|4|4|4|2021-06-01||2021 19753090132654|California Pacific Charter- Los Angeles|3|Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meaningful input on decision making, policies and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, ASB meetings, WASC focus groups, and other methods of 2-way communication with the school. Focus Area In the 20-21 school year, CPCS launched an ELAC (English Learner Advisory Committee) to support English Learners and their parents. Although the school didn't have the number of English Learners enrolled to require the establishment of an ELAC, the school continued to offer translated parent advisory committee meetings to support this student population. In the 21-22 school year, CPCS would like to focus on the support and development of our English Learners and the full implementation of a parent advisory committee to improve the engagement of underrepresented families.|Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strengths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their child in successfully engaging in school and reaching success. In data collected from stakeholder surveys, 81.3% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 96.9% of students responded that they agree that their teacher is available to help them and support them with their school work. 96.9% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 94.9% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 96.9% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the uniform complaint form available to school stakeholders. Focus Area CPCS plans to launch a Parent University program in the 21-22 school year. Parent University will be used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS also plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population in engaged in school and has every opportunity to be successful.|Strengths CPCS has successfully engaged in pupil and family outreach. In data collected from stakeholder surveys, 96% of parents agree that they engage in two way communication with the school. Parents note that they use phone, email, text or other messaging. Parents agree that the school communicates community resources that are available to their family via the school's website, email, phone/text, Parent Square messaging, and IEP meetings. 100% of parents responded that when working with their child's homeroom teacher, school staff, and administrations, they feel that their input is valued and respected. 99% of parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and in their child's education. 91% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 96.9% of students responded that they agree that their teacher is available to help them and support them with their school work. 96.9% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 94.9% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 96.9% of students stated that overall, they are satisfied with their school. Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language.|5|4|4|5|4|3|5|4|4|4|4|4|2021-08-10||2021 19753090135145|Compass Charter Schools of Los Angeles|3|Compass has a Parent Advisory Council, Scholar Leadership Council, and Staff Advisory Committee to engage families in suggestions and decision-making. We also have a virtual suggestion box located on our website for easy-access. In addition, we have shared our Monday Morning Updates (MMU) to review agenda of items and also recaps of the information shared to ensure that our parents and scholars are engaged. Our Council leaders also have opportunities to attend board meetings and engage in discussions around the reports to the Board, in addition to public comment opportunities for the community at large.|Compass provides robust professional learning opportunities for its staff whether attending conferences and including partnership with Anti-Defamation League, Association for Supervision and Curriculum Development (ACSD) symposium on building trauma-sensitive schools. Scholar learning and development in the home is another strength due to the virtual nature of our program. Compass realizes there is an opportunity in our sharing of legal rights in a practical way for parents to understand their opportunities through refining Learning Coach Academy and parent workshop series.|In general, Compass has a fairly, robust and virtual community within staff and stakeholder. We utilize various platforms in order to engage in communication and build relationships. We use a number of systems to ensure meaningful connections with families. We are exploring our staffing structure to best engage and connect with families. We focused on a global scale on national heritage months in the Spring, and looking to target individualized areas of cultures and languages through virtual scholar workshops.|3|3|3|3|4|5|5|1|5|5|5|5|2021-09-29||2021 19753090136648|Options for Youth-Acton|3|OFY Acton remains committed to partnering with families to ensure that school plans and initiatives are reflective of the needs of all students. The LEA has organized a School Site Council, composed of students, parents, and staff that discuss educational issues, contribute to the development for the School Plan for Student Achievement, and review progress made throughout the school year. The School Site Council meets quarterly to review collected data pertinent to the monitoring and evaluation of the effectiveness of the Comprehensive School Improvement plan (CSI)/Single Plan for Student Achievement (SPSA). The data collected is analyzed at these meetings and appropriate adjustments are made to the plan, as needed. School Site Council members receive a guidebook and regular training to equip them with the necessary resources to develop and adjust the CSI plan. OFY Acton also has a DELAC committee formed by parents of EL students and staff. This committee empowers EL families to evaluate and provide feedback on the ELD program and services to continue improving the support provided to our EL students. The DELAC reviews and provides input on the EL LCAP goals, metrics, and actions. The School conducts a comprehensive needs assessment annually to determine areas of focus for the upcoming school year. Principals, assistant principals, and coaches participate in the CNA process and findings are shared with school staff. Stakeholder feedback is collected twice each year and feedback is used in the development of school goals. Through these surveys, students, parents, and staff are able to share their thoughts on our strengths and areas of growth as a school. While the school offers many opportunities for parents, students, and staff to participate in school events, there is a need to better involve parents in the planning of these engagement activities.|OFY Acton remains committed to partnering with families to ensure student academic progress. Teachers communicate with student families regularly to share student academic progress and parents have the option of contacting the teacher directly to schedule a meeting. Parent-teacher conferences are also held once a semester. Regular communications and updates are sent to all stakeholders via School Messenger and Monthly postcards highlighting upcoming events and resources are mailed out to all students and families. The tiered intervention process is followed for students who are not meeting compulsory education requirements. An intervention plan is collaboratively developed with all stakeholders at an intervention meeting; the plan might include increased time with the teacher, mandatory tutoring appointments, and/or goal-setting activities with frequent check-ins with the student. The assistant principal and post-secondary counselor are involved in the intervention process as needed. The Child Find Process is initiated if there is reason to believe a student might qualify for an evaluation for services related to a 504 plan or IEP. LCAP Goal 4, Action 1, Enrollment and Outreach, is aligned to providing necessary intervention to ensure that students' needs are being met and adequate support is provided. EL students receive designated and integrated instructional support from their EL specialist. Every EL student that enrolls at OFY Acton works with the EL teacher to develop an individual Academic Learning Plan that includes assessment scores, academic goals, intervention plans, and plans for the future (college/career). The EL teacher meets with the student and parents to complete the students' Academic Learning Plan within 60 days of enrollment. Engaging parents in this process allows for all stakeholders to work collaboratively to ensure the student’s needs are met. LCAP Goal 1, Actions 1 and 3 were developed to ensure that EL students have access to individualized support and instruction to support English Language acquisition. School Counselors and Career Pathways Coordinators host various post-secondary events including: Senior Nights, College Signing events, FAFSA night, and College/Career week. These events are meant to engage students in thinking about post-secondary opportunities, some of these activities also encourage parent/guardian participation to prepare them for what they should anticipate as their students prepare for life after high school. LCAP Goal 3, Actions 2 and 3, were established to ensure access to post-secondary counselors for all students and to expose students to post-secondary opportunities with the hope that this will encourage students to make adequate progress towards graduation and to achieve post-secondary preparedness.|Despite having to shift to a distance-learning platform as a result of the COVID-19 pandemic, Options For Youth - Acton continues to provide resources and opportunities for families to engage with school teachers, staff, and administrators. Options For Youth - Acton implements an orientation process to ensure that a connection is established between all new students and the school. When possible, the student’s teacher, Post-secondary counselor, and Career Pathways Coordinator attend the orientation and meet with the student and parent/guardian, if applicable, to begin building a positive relationship with the student. Re-engagement strategies are implemented to ensure that students are connected with the necessary resources to be successful while in the distance learning setting and when returning to campus. These resources included connecting students with tutoring services, mental health resources, and social services. If needed, school psychologists were available to offer social-emotional support for students. The school counselors and career pathways coordinators also provide step-by-step assistance for completing student college applications, offer FAFSA support, conduct resume writing workshops, and meet with students regularly to develop post-secondary plans. Families have the opportunity to meet with their student’s teacher during parent-teacher conferences. If needed, parents can set up additional appointment times with the teacher, school counselor, or administrator when necessary. To continue re-engaging students as the school returns to in-person learning, appropriate professional development will be provided for teachers to continue supporting student development. Parent workshops and materials will be made available to families so that they are supported in this transition and equipped with the necessary strategies to support their students.|4|4|4|5|5|3|5|4|4|4|4|2|2021-06-17||2021 19753090137703|Method Schools, LA|3|Parents are regularly invited to 1-on-1 meetings between the student and teacher and feedback is requested through quarterly surveys sent to parents and students. Method regularly reviews these survey results and uses this data in making schoolwide decisions, initiate new programs, and build a school that's responsive to the needs of its student population. In addition to surveys, focus groups are held to encourage open dialogue between families and the school. Recognizing the need to further involve parent voice in decision making, Method will create a parent advisory group to meet this need. The focus of this group is to empower parents to be an active participant in their students education and provide resources and support in learning at home.|Method Schools understands a strong connection between students and teachers is a key component for success in any school. The organization invests in a structured coaching and professional development program to ensure teachers and leadership are well-equipped to truly partner with families. The school also ensures families are informed of school events, important dates, and helpful resources to support learning at home through newsletters, text and broadcast messages, and Parent Workshops. Method's model ensures teachers regularly communicate progress with families through progress checks as well as encourages parent participation in one-on-one meetings with the student and teacher. Flexibility and personalization is the center of Method Schools' education program and with its commitment to Multi-Tiered System of Supports, teachers and families are able to work together to support student outcomes.|Method Schools has a high standard for building partnerships for student outcomes. Method recognizes that involved and aware parents are a key ingredient to the student success; therefore, it is expected that all students meet with their teacher one on one each week to communicate progress and concerns. Method Schools promotes inclusivity and diversity throughout the organization from its staff and faculty as well as its students and families. Method solicits feedback from all families through quarterly surveys and utilizes tools within its learning management system to increase the two-way communication between school and home including through text messaging, broadcast messaging, newsletter, and social media. Method hosts events and field trips to build a sense of community even in a widespread network of students, parents, and staff. In the 2020-21 school year, while in-person events were impossible, Method staff hosts virtual events to provide instructional support, host social hours, and guide virtual field trips to provide additional enhancements to Method Schools offerings. Recognizing the need for families to feel well-prepared when starting at Method, the school has invested in streamlining the enrollment and orientation process to support a strong start with Method.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 19753090137786|Mission Academy|3|This is an area of focus for improvement as we move forward into a new school year. We are already brainstorming ideas and planning some activities to engage parents and families so that we can better involve them in the decision-making process and get their ideas for family involvement. In our second year, we made a point to increase opportunities for families to have more input/suggestions for our school. Though attendance is not where we would like, the number of parents participating in meetings has increased and therefore so has the amount of input. We will continue to brainstorm new ways to engage the school community and provide more opportunities for their input. We need to continue research, education, and collaboration for staff and leadership in how to best involve families in advisory groups and with decision-making in an online environment. We will continue to brainstorm at leadership meetings and through family engagement like surveys, monthly calls, e-mail updates, and meetups for families.|We are continuing the work of partnering with families, and clearly recognize its importance. Our team is working collaboratively, led by the community liaison, counselor, and admin team to find relevant, helpful, and easy-to-access resources that are local to our families. We will continue to provide training for our SDMA team and work with community partnerships and resources to provide what our families need to be successful and advocate for themselves/their child. Our community liaison and school counselor have been developing a website with local and state resources, in addition to building community partnerships for collaboration and student success. They regularly provide this information to individual families upon intervention or by request. Our community liaison and special education teachers are collaborating to educate staff and families about technology that helps parents advocate for children with IEPs and 504s.We have hired a Special Education Program Specialist and we will continue sharing information about advocacy in our monthly parent calls. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent stated, ““Advisor has been in touch with my student via email, text and calls.” Another parent shared, “We have never had this level of information or attention from a school before.” The school meets with parents/guardians at the beginning of the year and quarterly to plan out their student’s courses and discuss progress. Regular check-in occurs weekly, if not daily.|The foundation of SDMA is building relationships. As an online school, we rely on those relationships to help guide students to success. The support of parents and family members is critical. We will continue to monitor, evaluate, and provide support for staff to increase capacity for building positive relationships with the community. We have two Spanish bilingual speakers, and all staff are able to phone, text, email, and do virtual collaboration with students and parents. Staff use Google Translate to text with parents who speak other languages. Staff provide wrap around services and drop in support with face to face meetings for social/emotional and academic support. We do a monthly call for all families that highlights school news, student recognitions, and community resources. We will provide a recording or transcript of this call in Spanish, and look at data to see what other languages are spoken at home to translate into other languages as needed. Teachers are expected to get to know students and build relationships in a way that would support learning about each family’s strengths, cultures, languages, and goals. Teachers document and update goals in the student dashboard and document all communication with students and families in SIS. We will be looking at school demographic data additionally, to inform staff on student and family information that may be relevant to building relationships. Parent outreach has greatly improved at the school and participation numbers increased this year. 8 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were more than 213 parents attending orientation, conferences and awards last year. Parents shared that our school has built trust with students and parents. One parent shared, ““The conversations with the teachers demonstrate a commitment to the well-being of my child,” and another shared, ““Her teacher is always checking on her and we just absolutely love her!” The school survey showed that 93% of the parents agreed that communication was good with their teacher.|3|3|3|4|4|2|3|2|3|2|2|3|2021-06-14||2021 19753410000000|Redondo Beach Unified|3|The strengths realized by RBUSD that provide families the opportunity to give input on school procedures and policy is evidenced by their involvement as committee members in school site Wellness Councils, school site English Language Advisory Committees (ELAC), the Reopening Think Tank (RTT), the Race and Equity Committee (REC) the District English Language Advisory (DELAC), and the Inclusion Committee. Through our partnership with Beach Cities Health District (BCHD), RBUSD parents also serve as members of the BCHD parent-advisory board and as volunteers in a variety of school wellness programs including garden and nutrition-inspired ones to improve student health and well-being while providing parents volunteer opportunities. Regularly scheduled Title I parent meetings are held to inform families of Title I students of the District’s responsibility in servicing student needs; to provide opportunities and procedures for parental involvement; and to garner input on further developing effective and successful programs. An area of focus for RBUSD is progress towards providing training for parent representatives on advisory committees including School Site Councils (SSC) and English Language Advisory Committees (ELAC). RBUSD recognizes the importance of parental input and involvement as schools develop Single Plans for Student Achievement (SPSA) and design school-based programs and supports to further meet the needs of unduplicated students.|The Redondo Beach Unified School District annually administers the California School Parent Survey (CSPS) to all parents of K-12 students in order to evaluate and improve parent engagement, involvement, and satisfaction in the RBUSD. The CSPS provides an opportunity for the District to reflect on areas of strengths; identify areas for improvement; and establish baseline targets for growth areas as measured by the survey results. Another district-wide, annual survey that is administered is the Panorama Education survey to pupils in grades 3-12, as RBUSD strives to better understand and support students’ social emotional learning needs and provide supports and resources to students and their families. RBUSD’s ability to establish and foster relationships with families is evidenced in its strong partnerships with parent and community groups. RBUSD utilizes qualitative data collected through parent engagement meetings and committees to gather feedback on progress towards building positive and effective relationships with families. Further, RBUSD maintains an extremely collaborative relationship with the Redondo Beach Parent/Teacher Association and the Redondo Beach Educational Foundation. Both groups provide not only resources and familial support to the schools, but ongoing support in strengthening school community relationships. RBUSD has developed strong partnerships with the Beach Cities Health District and the Redondo Beach Police Department. These community partnerships provide additional resources for building capacity around relationship building. An area of focus for RBUSD is making progress towards supporting staff practices in learning about students and their families’ cultures, languages, and goals for their children. As aforementioned, increased cultural awareness training is a continued goal for the district as well as increased awareness and sensitivity in working with alternative family structures. To this end, the Redondo Beach Unified School District RBUSD will continue to work with its parent community and stakeholder groups to further improve the engagement of our underrepresented families by a host of means. This will include supporting school site Multicultural Night events as we promote inclusion and celebrating diversity and hosting a district –wide Inclusion Day. The District will also utilize resources provided through the Los Angeles County Office of Education (LACOE); provide varied alternative feedback opportunities to families; offer alternative meeting times and locations; and continue to communicate in home languages, as needed.|On an annual basis, the Redondo Beach Unified School District administers the California School Parent Survey (CSPS); the California School Staff Survey (CSSS) to all staff, and the California Healthy Kids Survey (CHKS) in grades 5 and above. The data provided from these surveys allows the District to reflect on areas of strengths; identify areas of improvement; and establish baseline targets for growth areas as measured by the staff survey results. An additional district-wide survey administered on an annual basis is the Panorama Education survey in grades 3-12. The data from this survey provides schools, teachers and families data regarding students’ social and emotional well-being; assists with identifying opportunities for growth; and strengthens goal-setting outcomes and monitoring tools. As a result, RBUSD has increased parent education opportunities in regard to distance learning and re-engaging students. An additional strength in relation to providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families lies in the District-wide structures and policies for families to engage with school staff to discuss student progress and success. Through Student Success Teams, Individualized Education Plans (IEP), 504 teams meetings, transition meetings, and yearly parent/teacher conferences, schools and teachers work in unison to support improved student outcomes. As a result of a years’-long partnership with Beach Cities Health District (BCHD) and South Bay Families Connected (SBFC), parent education and engagement workshops are offered monthly to help improve schools’ and the District’s relationship with the school community in addition to increasing parent efficacy. An area of focus for RBUSD as identified by the data is increased academic progress of subgroups of students heavily impacted by school closures. Additionally, a continued area of focus is progress towards effectively supporting second language learners and low socio-economic status (SES) families with home-based resources and supports to assist the academic, social-emotional, and physical development in the home. RBUSD will continue to work with the Los Angeles County Office of Education (LACOE) on supporting foster and homeless youth by eliminating barriers to enrollment, providing transportation, if necessary, and access to FAFSA and other college and career-related workshops. RBUSD will continue to inform parents of their educational rights by updating the parent-student handbook on an annual basis and provide annual notice of Universal Complaint Procedures (UCP) to our students, employees, parents, and guardians. RBUSD remains committed to improving how it supports its families, with a concerted focus on unduplicated pupils, particularly those who face language barriers and require additional services.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-12||2021 19756636120158|New West Charter (SBE)|3|The school’s Governance Council has three elected Founders, three elected parents of enrolled students of the middle and high schools, two appointed community members, the Director/Principal, three teachers, one non-instructional staff member, and one representative of the chartering authority. The Governance Council requests the formation of Board Committees composed of mixed stakeholder groups to provide information and advice on specific topics. We have administered three large family surveys this year to ensure family’s have input into decision-making around distance learning format and our reopening options and procedures. We have also formed several focus groups throughout the year to ensure we gained a deeper understanding of family needs and concerns. Based on family input, we modified our distance learning schedule this year to best meet the needs of our families. Our DEI office has worked with families to come together to plan events and celebrations to celebrate specific cultures in ways that feel important to our families. Next year when we are back in-person we plan to expand those events to ensure the participation of more families from underrepresented cultures.|New West has developed practices that foster partnerships between families and staff in support of student growth. The schools host parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. All families have 24/7 access to Infinite Campus to monitor student progress in all classes. Families also receive a regular progress report informing them about their child’s academic progress and reports showing student progress and areas in improvement indicated by the NWEA MAP assessments. At the end of the year families have an additional opportunity to meet with teachers and review their child’s work for the year. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process. The DEI Office provides additional outreach to families from underrepresented groups to ensure they have the information and resources needed to support and advocate for their child. We also host workshops to provide all parents with information about how to best support their child at home. The school plans to strengthen the additional resources provided to families to support summer learning, such as curating more individual opportunities for students, based on their interests and needs. We also plan to host additional family workshops to provide resources for families to support their child’s education at home.|Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. Our parent survey data indicates our parent experience has been positive and we have been successful at creating a welcoming environment where families feel included. 90% of families feel included with school activities. We have a robust system of family communication that includes an extensive range of interactive webinars where parents can receive answers to their questions, regular newsletters for middle school, high school, and NWC+. We have also conducted focus groups and held meetings with individual families to ensure concerns are addressed. This year we established a Diversity Equity and Inclusion Office to support underrepresented families and ensure they receive comprehensive communication about what is going on at school and what resources are available to them. We look forward to strengthening relationships with our students’ families further next year when we are able to return to in-person family events. The virtual format was adequate for our communication needs, but disruptive to building high quality relationships made possible when we bring families, students, and staff together face to face.|4|4|3|3|4|4|5|4|4|3|3|3|2021-06-15||2021 19757130000000|Alhambra Unified|3|With all sites being schoolwide program (SWP) Title I schools, AUSD offers annual training to support school site council members. The training builds their capacity to become more effective in making decisions based on a needs assessment process. SSC members understand that they play a pivotal role in evaluating actions aimed at improving student achievement. The District English Learners Advisory Committee (DELAC) also meets regularly to address mandatory training topics and to provide input for the LCAP.|AUSD encourages site leaders to hold monthly, informal chat sessions that allow parents to voice concerns and ask questions. These sessions also offer principals an opportunity to make announcements about District-sponsored events or meetings, as well as promote site-based workshops. The District believes in fostering strong parent-staff relationships through multiple opportunities for families to interact with District staff. All teaching staff complete 10 additional adjunct hours during which they interact with families and the community. Adjunct duties range from offering educational workshops to interacting with families in social/educational contexts. Since the pandemic, these interactions have been virtual. The District has relied on digital communication with parents, especially since the start of the pandemic. From the distribution of essential documents (Uniform Complaint Procedures, Williams) to site newsletters, the District has used Blackboard Connect and the Remind App to keep families informed. Parents also have the opportunity to monitor their students academic progress through the parent portal on our student information system. To keep families informed about rights and to encourage them to advocate for their children, the District posts a handbook on the district website in multiple languages. Several departments collaborated to create this handbook so that it is comprehensive and pertinent.|To strengthen analysis of stakeholder input, Alhambra Unified partnered with Hanover Research to administer surveys to staff and families. Perception surveys gave the District data that was used to address areas needed for improvement. In response to the pandemic, AUSD administered surveys to all stakeholders. Surveys were also provided in the four major languages in the district (Chinese, English, Spanish and Vietnamese). Since the start of Distance Learning, stakeholder engagement has increased, with more people attending virtual Zoom meetings to offer feedback via polls and ask questions through the Q and A feature. Interpretation in Cantonese, Mandarin, Spanish and Vietnamese were also offered at these meetings. AUSD schools have a schoolwide Title I program (SWP); therefore, parents/guardians sign a school-parent compact. The compact encourages regular two-way communication between staff and parents. The compact was shared with parents during virtual parent conferences. Bilingual school community coordinators also received training regularly to strengthen their skills in interacting with families needing support in languages other than English. Additionally, they received professional development for their work with families of English Learners, foster youth and homeless students.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-29||2021 19768690000000|Wiseburn Unified|3|WUSD provides regular opportunities for families to provide input for decision making though ongoing student and family surveys at both the site and district levels, Local Control Accountability Plan meetings, school site councils, parent-teacher associations, District committees, English Language Advisory Committee (ELAC) and District ELAC, public comment opportunities at School Board meetings, as well as the availability of direct contact information for District and site administrators posted on WUSD websites. Social media is regularly monitored to gather input and to identify use by families and community members. Principals host workshops either in-person or virtually to encourage a home to school connection and the District and school sites continually seek creative means of involving parents and families in the decision-making process. Increased funding via the LCAP process will support the inclusion of translated documents for all communication to families to increase accessibility to school information, meeting and event schedules, and participation in surveys.|The Wiseburn Unified School District will continue to build partnerships with all staff, families, and stakeholders with a focus on DELAC and ELAC and school site council practices to provide continued clear communication with families. In 2019-20, the District hosted numerous parent/teacher focus groups to create an all-encompassing Strategic Plan as well as a Long-Range Facilities Plan. Beginning in March of 2019 through January 2021, the District initiated the Wiseburn Reopening Advisory Committee to address all issues related to health, safety, and instruction in relation to COVID-19 involving certificated and classified staff members, school board members, parents, and administrators. Regularly updated site and District websites, Instagram postings, and District newsletters are all available online to staff and families. Communication via email between families and teachers allows for timely feedback to parents and caregivers. Families can access CAASPP and ELPAC assessment results for their students through the District’s student information system (PowerSchool) and families are regularly invited to attend school events and committee meetings to grow two-way communication between families and schools. A focus area for improvement continues to be in the area of increasing parent attendance at all site English Language Acquisition Committee meetings. In developing the new Local Control Accountability Plan (LCAP) for WUSD, increased funding was identified to support the translation of District communication as appropriate. Increased attendance options will be reviewed this year to provide varied timing of meetings, childcare options, and parent education offerings. WUSD will continue to provide both in-person and virtual options to families for school or District meetings, including but not limited to ELAC and DELAC, as options for increasing attendance and participation for families.|The Wiseburn Unified School District works with all sites to build relationships with families, students and stakeholders through committee work such as ELAC and the District LCAP committees as well as School Site Councils where site Principals discuss programs, funding, and student outcome data. Agendas provide opportunities for discussion and questions, and parent voice is encouraged. In addition, each site provides parent-teacher conferences twice a year with informal meetings with teachers available at any time via parent request. Parent nights are hosted at all sites specific to technology, curriculum offerings, mindfulness, student safety, and guidance on accessing student information through an online learning management system (middle school only). Parents of English Language Learners are offered information nights at the beginning of the year specific to this program and students in grades 6-8 participate in culminating student-led conferences with their families to close the year. WUSD boasts a 97% parent attendance rate at Back to School and Open House events on all campuses. WUSD continues to make progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children through the implementation of Writers Workshop in which children share their own stories and backgrounds. WUSD has also increased support in this area through teacher-coaches, a Director of Diversity, Equity, and Inclusion, and additional counseling resources for both elementary and middle school sites. These supports work together to increase awareness and staff skill in addressing student and family needs, particularly for our underrepresented families. A focus for improvement will be to provide multiple methods of family involvement utilizing both live and virtual options.|5|5|5|4|5|5|5|5|5|5|4|4|2021-09-22||2021 19768690119016|Da Vinci Science|3|Da Vinci Science has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, workshops in professional development, regular parent meetings on campus, and consistent communication with families through the school website, blog, and social media platforms. Da Vinci Science will improve the number of parents participating in parent committees such as the School Site Council and weekly office hours with the DVS administrators. By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families.|Da Vinci Science has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. In addition, Da Vinci Science includes parents in summer and winter professional development days, seeking feedback and input on school programs and practices and building empathy between parents and teachers. Da Vinci Science will improve the number of parents participating in parent committees such as the School Site Council and the Da Vinci Science Families group. By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families.|Da Vinci Science has incorporated regular opportunities for parents to interact with teachers in summer and winter professional development days, seeking feedback and input on school programs and practices and building empathy between parents and teachers. These workshops focus on both academic and socio-emotional student outcomes. Da Vinci Science also hold Student-Led Conferences every semester, in which parents come to the school, to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. Da Vinci Science will improve the number of underrepresented families participating in professional development days.|5|5|5|5|5|4|5|3|5|5|5|5|2021-06-23||2021 19768690119636|Da Vinci Design|3|Da Vinci Design has a School Site Council that meets regularly to discuss LCAP goals, funding initiatives, as well as other academic and culture-based initiatives on campus. Our parents are actively involved in our hiring process, as well; a parent panel is a crucial part of the half-day symposium process that is the final step of our hiring process for teachers, counselors and administrators. Parents fill out a semesterly feedback survey and this data is reviewed both by the School Site Council and by the DVD staff during professional development. Principals are present at Exhibition Nights, Back to School Nights, and easily accessible through multiple avenues (email, phone call, etc.).|Many of Da Vinci Design’s signature practices promote relationship building between teachers and students’ families. Events like Exhibition Night and Student Led Conferences (SLCs) are hosted on campus once per semester where families are actively invited to campus. Exhibition invites families to see and engage with student work and interact with campus. The DVD Diversity Council worked with staff advisors to teach the students about culture and anti-racism. Da Vinci Design’s area of growth is in reaching out to families who may not have easy access to email/internet, and also making messaging easily accessible to Spanish speaking families. We are providing more and more materials in both English and Spanish (including our annual parent surveys), and are hoping to host a Parent Workshop series based on topics of interest to parents in the Fall.|Student Led Conferences are hosted twice per year. SLCs ensure each student gets a one-on-one conversation with teachers and parents as facilitated by the student. Each grade level teaching team sends out a monthly newsletter to parents/families. Also, parents can be invited to see classroom resources and assignments for all core classes as presented to Google Classroom and Grade-level Google Suite. The principal at Da Vinci Design shares a weekly update with families on the DVD blog, and counselors post several times throughout the week to provide families with up-to-date information. We include parents on our Pathways Advisory board so that parents can have more input into the goals and direction of our CTE pathways, as well as share feedback with industry professionals who participate on this board as well.|5|5|5|5|5|5|5|5|5|5|4|4|2021-06-23||2021 19768690128728|Da Vinci Connect|3|Da Vinci Connect has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school newsletter, and invitations to Family Action Network and LCAP meetings, where student data is reviewed and parent input is valued. Da Vinci Connect will look for ways to increase parent voice in the decisions made by the school outside of Family Action Network and LCAP meetings. Da Vinci Connect's principal will host workshops about the short and long-term vision of the school, progress towards LCAP goals, ways for parents to get and stay involved. The school will actively seek to engage the voices of historically under-represented families as the school is seeking to increase diversity and access to this home-school hybrid model.|Da Vinci Connect has incorporated regular opportunities for parents to interact with teachers, including multiple Parent Educator Conferences, curriculum workshops, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with our Parent Educator Support Specialist and use the Parent Center to collaborate with staff and other parents. Da Vinci Connect seeks to engage an increasing number of parents in the Parent Educator Conferences and curriculum support workshops and will look to schedule these well in advance, offer “kid-care” for school-aged students for families who need that in order to attend, and ensure there are an array of topics that engage parents with children of all grade levels, K-8. This will increase participation and relationship-building between families and school staff.|Da Vinci Connect holds Student-Led Conferences (SLCs) and Exhibition every semester and at each event, parents come to school to hear their student reflect on their learning, progress and growth. During SLCs, parents discuss these reflections with their child and their child’s teacher(s), engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. During Exhibition, students “show what they know” about their projects and engage in meaningful dialogue with parents and other visitors about their learning. Da Vinci Connect will re-examine the format and content of Parent Educator Conference days, curriculum workshops and the assessment feedback teachers share with parents regarding their children’s progress. This will ensure meaningful dialogue between parents and teachers as well as an understanding of next steps for student growth in a variety of skills (academic and non-academic). Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.|5|5|5|4|5|5|5|5|5|5|4|5|2021-06-23||2021 19768690131128|Da Vinci Communications|3|Da Vinci Communications has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school blog, and invitations to School Site Council meetings, where student data is reviewed and parent input is valued. Da Vinci Communications will look for ways to increase parent voice in the decisions made by the school outside of the School Site Council, and will also expand its outreach to underrepresented families.|Da Vinci Communications has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with school counselors and learn about college preparation at grade-level-specific College Information Meetings. Da Vinci Communications will look to schedule these events on days and times that are convenient to many families to increase participation and relationship-building between families and school counselors.|Da Vinci Communications holds Student-Led Conferences every semester, in which parents come to the school, to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. Da Vinci Communications will re-examine the format of student-led conferences in order to ensure that parents have a place as partners in their student’s education.|5|5|5|5|5|4|5|4|5|5|5|4|2021-06-23||2021 20102070000000|Madera County Superintendent of Schools|3|"3. For seeking input for decision making, MCSOS staff has indicated a level of full implementation to effectively engage families in advisory groups and with decision making. During the COVID-19 pandemic, MCSOS leadership included the community in the LCAP decision making process with multiple stakeholder input and feedback opportunities. These opportunities included SSC, ELAC, PAC and LCAP input sessions via Zoom format. All meetings were held in English with support in Spanish as well. These important meetings were advertised to the Madera County community via ParentSquare in English and Spanish. All input was included in the LCAP process and approved by the Madera County Board of Education. Based on MCSOS staff indicator returns, the LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups, remains a focal point of improvement. During, and prior to, the pandemic, contacting and forming advisory groups, has been a great challenge for MCSOS. Multiple measures and methods to contact, invite and connect family members for parent advisory groups, has produced very low percentages in parent turn-out. Considerations to better accommodate parents for engagement have included change of time during the day, change of venue, in-person and virtual, online access link via ParentSquare, phone-line and use of paper “hard copies” for parents to write on instead of access online. Similar to the previous indicator, the LEA’s progress in providing all families with opportunities to provide input on policies and programs, remains at the beginning development stage. The LEA’s rank for this indicator is in the beginning development stage. Target areas of focus will include providing more opportunities for families, teachers, principals and district administrators to work together, building on past successes, and sharing of data from previous engagements."|"2. In the area of building partnerships for student outcomes, MCSOS’s current strengths and progress include frequent and viable communication from point of enrollment to ongoing progress monitoring. Increased and improved communication between MCSOS and Madera County Probation Department continues to allow ensuring that social-emotional, physical, and academic needs of students are supported. A focus area of improvement in building partnerships for student outcomes is generating a higher percentage of engagement of parents through the PowerSchool Parent/Student portal to increase access and develop greater student “buy-in” for self-monitoring of academic progress, goal setting, and achievement. These portals were vital during the COVID-19 closures and continue to provide a valuable means of communication. As this area was ranked lower as “beginning development,” key target focuses would include: Family awareness training and seminars; specifically, in the areas of student motivation, study habits and completion of assignments. MCSOS made the commitment to stay connected to students and parents using digital format (Zoom) to ensure safety and access to all families. The communication cycle included parent/teacher conferences held via Zoom, ParentSquare postings, Homeruns (Home visits), interpreters and mailers sent home to share student progress and keep families informed of updated health and safety precautions. A focus area for this indicator is to have parents and students access the PowerSchool portal regularly to monitor student academic progress and attendance. Understanding and exercising legal advocacy for children is a very important, but complex process for families. To support our community in this process, parent information, rights and other pertinent literature, are provided at enrollment of our program. In addition, a Parent-Rights handbook is also provided on an annual basis, along with a site-based student-parent handbook with California Educational Codes referenced. Finally, CAES Counseling Team will continue to provide parent training and support through seminars and training sessions, based on parent input and feedback from surveys, SSC meetings and PAC."|"1. At MCSOS, an area of strength as indicated by Spring 2021 survey data (97% agree or strongly agree) is that the principal and staff show respect, consideration, and sensitivity to students and parents. MCSOS will continue to build and maintain strong relationships, while supporting staff in developing greater understanding of MCSOS’s family strengths, cultures and languages. Through surveys, parent-outreach and community input opportunities such as SSC, ELAC and the PAC, MCSOS will gather valuable information to improve in this area. Local Indicator self-reflection tool for parents highlights a strength for MCSOS is supporting multiple opportunities to engage in understandable and accessible two-way communication between families and educators (91% agree or strongly agree). Strong relationships and positive culture, should allow gathering greater feedback and input to drive the LEA’s decision-making process. MCSOS will use ParentSquare Communications, SSC, ELAC and a Parent Advisory Committee (PAC). MCSOS’s strength is that the LEA has a bilingual counseling team and staff members who can communicate effectively with the MCSOS community in their home language of Spanish. The CAES Psychologist is also bilingual (Spanish) and can communicate with parents and students in their home language. Finally, teachers and leadership are using the ParentSquare portal as a two-way communication tool for parents in English and Spanish. Using a local indicator, staff members identified areas of focus for building relationships as supporting staff to learn about each family’s strengths, culture, language, and goals for their children. Professional development will build greater staff capacity in preserving these strong relationships, will be included in the calendar and include community leaders and organizations to present information to all teachers, administrators and staff."|4|4|4|4|4|2|4|1|4|2|2|2|2021-06-08||2021 20102070117184|Madera County Independent Academy|3|For seeking input for decision making, MCIA staff has indicated a level of full implementation to effectively engage families in advisory groups and with decision making. During the COVID-19 pandemic, MCIA leadership included the community in the LCAP decision making process with multiple stakeholder input and feedback opportunities. These opportunities included SSC, ELAC, PAC and LCAP input sessions via Zoom format. All meetings were held in English with support in Spanish as well. These important meetings were advertised to the Madera County community via ParentSquare in English and Spanish. All input was included in the LCAP process and approved by the Madera County Board of Education. Based on MCIA staff indicator returns, the LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups, remains a focal point of improvement. During, and prior to, the pandemic, contacting and forming advisory groups, has been a great challenge for MCIA. Multiple measures and methods to contact, invite and connect family members for parent advisory groups, has produced very low percentages in parent turn-out. Considerations to better accommodate parents for engagement have included change of time during the day, change of venue, in-person and virtual, online access link via ParentSquare, phone-line and use of paper “hard copies” for parents to write on instead of access online. Similar to the previous indicator, the LEA’s progress in providing all families with opportunities to provide input on policies and programs, remains at the beginning development stage. The LEA’s rank for this indicator is in the beginning development stage. Target areas of focus will include providing more opportunities for families, teachers, principals and district administrators to work together, building on past successes, and sharing of data from previous engagements.|In the area of building partnerships for student outcomes, MCIA’s current strengths and progress include frequent and viable communication from point of enrollment to ongoing progress monitoring. Weekly parent communication via the ParentSquare portal from teachers and Leadership, quarterly progress reports and semester grades, parent-teacher conferences and ongoing engagement from CAES counselors and Leadership fosters these partnerships. Finally, CAES Leadership Team conducts “Home-Run” home visits for students who are behind in credits/assignments and cannot be contacted by phone or email. A focus area of improvement in building partnerships for student outcomes is generating a higher percentage of engagement through the PowerSchool Parent/Student portal, to increase access and develop greater student “buy-in” for self-monitoring of academic progress, goal setting and achievement. These portals were vital during the COVID-19 closures and continue to provide a valuable means of communication. As this area was ranked lower as “beginning development,” key target focuses would include: Family awareness training and seminars; specifically, in the areas of student motivation, study habits and completion of assignments. This was a particularly challenging area during the Distance Learning teaching/learning model as teachers and students had to learn quickly how to utilize Zoom as an instructional and learning tool. Parents were invited and encouraged to support their children in this process, but did not receive any formal training due to parents’ work schedules or other responsibilities during the day. Teachers were able to conduct conferences via Zoom during the ATT appointments in the Spring of 2021. Amplified by the pandemic, MCIA made the commitment to stay connected to students and parents using digital format (Zoom). The communication cycle included parent/teacher conferences held via Zoom, ParentSquare postings, academic/SEL weekly appointments, Homeruns (Home visits), interpreters and mailers to send home to share student progress and keep families informed of updated health and safety precautions. A focus area for this indicator is to have parents and students access the PowerSchool portal regularly to monitor student academic progress and attendance. Understanding and exercising legal advocacy for children is a very important, but complex process for families. To support our community in this process, parent information, rights and other pertinent literature, are provided at enrollment of our program. In addition, a Parent-Rights handbook is also provided on an annual basis, along with a site-based student-parent handbook with California Educational Codes referenced. Finally, CAES Counseling Team will continue to provide parent training and support through seminars and training sessions, based on parent input and feedback from surveys, SSC meetings and PACs.|At MCIA, an area of strength as indicated by parent surveys (94% agree or strongly agree) is building trustful and respectful relationships with families. An area of focus will continue to build and maintain strong relationships, while supporting staff in developing greater understanding of MCIA’s family strengths, cultures and languages. Through surveys, parent-outreach and community input opportunities such as SSC, ELAC and the PAC, MCIA will gather valuable information to improve in this area. Local Indicator self-reflection tool for parents highlights a strength for MCIA is creating a welcoming environment for all families (97% agree or strongly agree). Strong relationships and positive culture, should allow gathering greater feedback and input to drive the LEA’s decision-making process i. MCIA will use ParentSquare Communications, SSC, ELAC and a Parent Advisory Committee (PAC). MCIA’s strength is that the LEA has a bilingual counseling team and staff members who can communicate effectively with the MCIA community in their home language of Spanish. The CAES Psychologist is also bilingual in Spanish and can communicate with parents and students in their home language as well. Finally, teachers and leadership are using the ParentSquare portal as a two-way communication tool for parents in both English and Spanish. MCIA used its self-reflection tool with all teachers, along with support staff and Leadership, to focus on greater parent engagement. As a result, staff members identified areas of focus for building relationships as supporting staff to learn about each family’s strengths, culture, language, and goals for their children. For potential growth in this area, MCIA analyzed the demographic data and identified socioeconomically disadvantaged students as a significant student group (87.3%) Professional development to build greater staff capacity in preserving this strong relationships, will be included in the calendar and include community leaders and organizations to present information to all teachers, administrators and staff.|4|4|4|4|4|5|4|4|3|4|3|4|2021-06-08||2021 20102072030229|Pioneer Technical Center|3|For seeking input for decision making, PTC staff has indicated a level of full implementation to effectively engage families in advisory groups and with decision making. During the COVID-19 pandemic, PTC leadership has provided its community in the LCAP decision making process with multiple stakeholder input and feedback opportunities. These opportunities included SSC, ELAC, PAC and LCAP input sessions via Zoom format. All meetings were held in English with support in Spanish as well. These very important meetings were advertised to the Madera County community via Parent Square in English and Spanish. All input was included in the LCAP process and approved by the MCSOS Board of Trustees. A target focus area Based on PTC staff indicator returns, the LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups, remains to be a primary focal point of improvement. During, and prior to, the pandemic, contacting and forming advisory groups, has been a great challenge for PTC. Numerous avenues to contact, invite and connect family members for parent advisory groups, has produced very low percentages in parent turn-out. Considerations to better accommodate parents for engagement have included change of time during the day, change of venue, in-person and virtual, online access link via Parent Square, phone-line and use of paper “hard copies” for parents to write on instead of access online. Similar to the previous indicator, the LEA’s progress in providing all families with opportunities to provide input on policies and programs, remains at the beginning development stage. During, and prior to, the pandemic, contacting and forming advisory groups, has been a great challenge for PTC. Numerous opportunities to contact, invite and connect family members for parent advisory groups, has produced very low percentages in parent turn-out and stakeholder input. Considerations to better accommodate parents for engagement have included change of time during the day, change of venue, in-person and virtual, online access link via Parent Square, phone-line and use of paper “hard copies” for parents to write on instead of access online. The LEA’s rank for this indicator is in the beginning development stage. Target areas of focus will include providing more opportunities for families, teachers, principals and district administrators to work together, building on past successes, and sharing of data from previous engagements.|In the area of building partnerships for student outcomes, PTC’s current strengths and progress include frequent and viable communication from point of enrollment to ongoing progress monitoring. This includes weekly parent communication via the ParentSquare portal from teachers and Leadership, quarterly progress reports and semester grades, parent-teacher conferences and, ongoing engagement from CAES counselors and Leadership. Finally, CAES Leadership Team conducts “Home-Run” home visits for students who are behind in credits/assignments and cannot be contacted by phone or email. A focus area of improvement in building partnerships for student outcomes is generating a higher percentage of engagement is the utilization of the Powerschool Parent/Student portal. This increase in access would allow for greater student “buy-in” for self monitoring of academic progress, goal setting and achievement. These portals were vital during the COVID-19 closures and provide a digital access of communication. As this area was ranked lower as “beginning development,” key target focuses would include: Family awareness training and seminars; specifically in the areas of student motivation, study habits and completion of assignments. This was a particularly challenging area during the Distance Learning teaching/learning model as teachers and students had to learn quickly in the Fall of 2020, how to utilize Zoom as an instructional and learning tool. Parents were invited and encouraged to support their children in this process, but did not receive any formal training as many were committed to their work schedules or other responsibilities during the day. Teachers were able to conduct conferences via Zoom during the ATT appointment in the Spring of 2021. Amplified by the pandemic, PTC made the commitment to stay connected to students and parents is predominantly digital format. The communication cycle included parent/teacher conferences held via Zoom, weekly SEL check ins, ParentSquare postings and more direct electronically, academic/SEL weekly, Homeruns (Home visits) increased home language need surveys via Powerschool, Interpreters and mailers to send home progress reports and report cards. A focus area for this indicator is, again, to have parents and students access the PowerSchool portal on a regular basis to monitor with fidelity, student academic progress and attendance. Understanding and exercising legal advocacy for children is a very important, but complex process for families. To support our community in this process, parent information, rights and other pertinent literature, are provided at enrollment of our program. In addition, a Parent-Rights handbook is also provided on an annual basis, along with a site-based student-parent handbook with California Educational Codes referenced. Finally, CAES Counseling Team will continue to provide parent training and support through seminars and training sessions, based on parent input from surveys.|At PTC, an area of strength as indicated by parent survey (83% agree or strongly agree) is building strong community relationships. An area of focus will continue to be building these relationships and supporting staff in developing and understanding greater, PTC’s family strengths, cultures and languages through surveys, parent-outreach and community input opportunities such as SSC, ELAC and the PAC. As per the Local Indicator self-reflection tool PTC’s strengths include a welcoming environment for all families (82% agree or strongly agree) and develop multiple opportunities to engage in two-way communication between families. A primary focus will be to maintain a welcoming environment for all families and students at both PTC campuses. Feedback and input to help drive the LEA’s decision making process in this area will be surveys, Parent-Square Communication, SSC, ELAC and a Parent Advisory Committee (PAC). PTC’s strength is that the LEA has a bilingual counseling team and staff members who can communicate effectively with the PTC community in their home language of Spanish. The CAES Psychologist is also bilingual in Spanish and can communicate with parents and students in their home language as well. Finally, teachers and leadership are using the Parent Square portal as a communication tool for parents in both English and Spanish.PTC used its self-reflection tool with all teachers, along with support staff and Leadership, to focus on greater parent engagement. As a result, staff members identified areas of focus for building relationships as supporting staff to learn about each family’s strengths, culture, language, and goals for their children. For potential growth in this area, PTC analyzed the demographic data and identified socioeconomically disadvantaged students as a significant student group (89.9%) Professional development to build greater staff capacity in preserving this strong relationships, will be included in the calendar and include community leaders and organizations to present information to all teachers, administrators and staff.|4|4|4|4|4|2|4|1|4|2|2|2|2021-06-08||2021 20651770000000|Alview-Dairyland Union Elementary|3|"The Parent and Family Engagement Policy was drafted by members of school administration, staff, and parents during multiple School Site Council, Parent Teacher Club, and governing Board meetings. The policy is distributed to all families through the student handbook (in English and Spanish) which is distributed to all families the first day of school. The Parent and Family Engagement Policy is reviewed by School Site Council, Parent Teacher Club and the governing board on an annual basis. The governing board and administration communicate the importance of parent partnerships in all aspects of ADUSD's educational offering. At the beginning of each school year, administration reviews the importance of parental ties with both schools during meetings with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. The superintendent routinely sends out information through all-calls and ClassDojo through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged to participate in LCAP committee meetings as well as School Site Council and DELAC committees. Through SSC, input is solicited for Title I expenditures and through DELAC, Title III funding decisions are made. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus funded through supplemental and concentration grants. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, an ""all-call"" is made through Connect-Ed. All verbal and written communication is provided in both English and Spanish. For all parent information meetings, a Spanish translator is available. For handicapped family members, all school facilities are accessible. For migrant families, the District hosts a monthly Parent Advisory Committee in which school events, information and participation opportunities are communicated to migrant parents. In development of the LCAP, parent/family input is solicited through four information nights, monthly Parent-Teacher Club meetings, and School Site Council/LCAP Committee meetings. Feedback is also gleaned through annual school climate surveys. Based on the favorable responses from parents on the school survey, the district will continue with its current practices."|"At the beginning of each school year, student handbooks are distributed to all families in English and Spanish. The handbook provides all policies, including uniform complaint act procedures. At the beginning of each year, administration reviews the importance of parental ties with teachers and support staff. Teachers send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. Teachers are assigned specific days to attend Parent Teacher Club meetings and are instructed to make every effort to achieve 100% attendance at parent teacher conferences (in the fall of 2020, there was a 97% participation rate). District administration includes parent communication/engagement as an expectation and part of teacher evaluations. The superintendent routinely sends out information through all-calls and ClassDojo through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged from the beginning of their child's kindergarten year to participate in programs/activities. The school year begins with a ""Back to School Barbecue""; a district tradition in which parents come to meet their child's teacher. That activity is followed up with opportunities to participate in approximately four informational nights each school year that enhance parent engagement and understanding of school programs and offerings. Previous year's informational nights included information on monitoring student academic progress through the student information system and presentations on the dangers of social media use and human trafficking. In addition, parents are encouraged to participate in LCAP committee meetings as well as School Site Council and DELAC committees. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, an ""all-call"" is made through Connect-Ed. All verbal and written communication is provided in both English and Spanish. At parent information nights and through parent-teacher conferences, families are provided information on how to interpret student grade/progress reports. In addition, letters are sent home in both English and Spanish that provide detailed information on how to interpret student score reports for SBAC and ELPAC assessment results. During parent-teacher conferences, teachers also further elaborate on assessment reports to provide parents with a clear understanding of their child's academic progress and status. For all parent information meetings, a Spanish translator is available. Based on the favorable responses from parents on the school survey, the district will continue with its current practices."|In May of 2021, parents were encouraged to respond to a survey. There was a 92% response rate for the district. The survey was used to glean data on various measures of parent involvement, school climate, and academics. Parents responded favorably in all areas. 98% of parents feel welcome at schools. 96% of parents feel the district put appropriate measures in place during the pandemic to keep their child safe. 98% of parents feel their child is cared for by teachers. 99% of parents feel the district keeps parents informed. Because of the favorable responses, the district will continue with its current practices.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 20651850000000|Bass Lake Joint Union Elementary|3|The LEA does a fantastic job of engaging the community and families within the district in decision-making. A strength of the district is its transparency. The LEA regularly sends out surveys to parents, staff, and the community seeking their input. The district also has several committees that meet regularly to discuss academic success, facilities, safety, parental engagement, English language development, transportation, and more. These are in place to encourage community partner engagement and allow them to be part of the decisions for the district. A focus area for improvement in this priority for the LEA is to be sure we are continuing to sustain strategies to reach and seek input from underrepresented groups in the school community|The Bass Lake Union Elementary School District's strength in building partnerships for student outcomes is the frequency that teachers meet with families and students to discuss student progress. The district holds parent-teacher conferences twice a year, and teachers regularly communicate with students regarding their academic goals. Teachers and administrators also give parents and students regular updates on student academic progress. A focus/growth area will be in providing families with information and resources to support student learning and development in the home. Many students have experienced learning loss due to the COVID-19 pandemic; the district is developing programs that will provide academic resources to families to help their students close academic achievement gaps.|The Bass Lake Joint Union Elementary School district does a fantastic job including all families within the district. The district also does a wonderful job of ensuring they have the resources to engage underrepresented families within the community. BLUESD has an English as a second language liaison, a foster and homeless youth liaison, and district nurses and counselors who regularly reach families who may be underrepresented and could use extra supports. A current growth area would be to expand our English as a second language liaison service to support our families whose primary language is not Spanish.|4|5|4|5|4|4|5|4|5|5|5|5|2021-10-13||2021 20651930000000|Chowchilla Elementary|3|CESD has policy in place to outline procedures to elect members and run meetings for School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee and the Local Control and Accountability Plan Steering Committee. Each of these bodies are used to encourage and collect input from stakeholders throughout the District to analyze information, plan, create and implement activities and actions designed to improve the academic and social performance of CESD students. CESD staff are discussing methods to more fully engage the underrepresented groups within our community.|The many family centered events provide staff with opportunities to make contact with families which can be parlayed into a partnership to support students moving forward. Parent teacher conferences occur twice each year, in addition to Back-To-School night, 2 Family nights and a host of site-specific events. Parent rights are made available in hard copy to every family, are posted online and in classrooms and are explained through Family Club, SSC, ELAC, and DELAC.|District wide Mindfulness training has begun. Staff are being trained on Adverse childhood Experiences that affect our students and their families. CESD staff are working to build trust with families while involving in the several Family centered events throughout the year. Families are invited to ELA and Math Family Night events where staff have opportunities to get to know each family outside of the teacher/student role inside the classroom.|5|5|4|5|5|5|5|4|4|4|4|5|2021-10-11||2021 20652010000000|Chowchilla Union High|3|As previously mentioned, this is an area of improvement for the LEA. At this time, the district has opportunities for involvement from parents in School Site Council and ELAC/DELAC.|The LEA's current strength is also an area of focus and improvement at this time. Although students have a variety of programs to be involved in that help them achieve college and career readiness, the school closures and difficulty with maintaining a high level of student engagement during distance learning, have increased the LEA's focus on ensuring students are ready for their post-graduate plans, whatever they may be. To achieve this, student equity and access are essential. This starts at the master schedule level and with strategic planning in preparation for next year. Moreover, support at all levels is necessary and this starts by ensuring that student achievement data is available for analysis and that it drives decision-making processes district-wide. Another area of focus after the last 18 months of school closures is the campus cultures at both sites. Staff has strong connections to students but these connections may need to evolve to address the increased need for social-emotional support triggered by the pandemic. For example, many veteran staff also coach a sport, advise a club or graduating class, or volunteer their time before school or after school to support students academically. These opportunities provide students and staff a venue to increase school connectedness outside of a traditional academic environment.|An area of strength for the LEA is that there are a variety of opportunities for parent involvement and for teachers to interact with parents in an effort to establish rapport and trusting relationships. These activities include but are not limited to Back to School Night, School Site Council, ELAC/DELAC, individual parent meetings, and IEP meetings. Moreover, the LEA has a variety of methods to keep parents and the community informed about what is happening district-wide through a district Facebook page, ParentSquare, Emails, and site specific social media pages on Instagram and other platforms. To improve the engagement of underrepresented families, the LEA plans to continue to communicate site and district goals around college and career readiness. The LEA has multiple opportunities for students to become college and career ready such as AP courses, dual enrollment courses, CTE pathways, biliteracy opportunities, A-G courses, and a concerted focus on increasing achievement in CAASPP and CAST state-wide assessments. These efforts target underrepresented students and their families.|3|3|3|3|3|3|3|3|3|3|3|2|2021-10-04||2021 20652430000000|Madera Unified|3|Collaborative approaches and strategies have allowed various MUSD departments to work together and make student and family centered decisions, leveraging resources to achieve equitable outcomes. MUSD to the fullest extent possible, engages parents, students, teachers, community stakeholders, principals, and district administrators to collaborate in the planning, designing, implementing and evaluating of family engagement activities at their local school site as well as the district level. This practice helps to provide parents and community leaders with opportunities to shape local education policy and how to best disburse federal, state funds equitably across programs and to focus on supporting schools that serve higher numbers of struggling or high-need students. We embrace the practice of stakeholder engagement as being an essential component of building a collaborative culture and sustaining partnerships with parents, educators and community members. Stakeholder engagement resources are made available through meetings, learning sessions, videos, webinars, needs assessments, evidence-based resources, and other methods that encourage bidirectional relationships. Madera Unified fosters meaningful stakeholder engagement and an area of focus for is to elevate the voices of high need students and parents such as foster and homeless, emergent multilingual and low income families. We believe that the delivery of a first-rate quality public education and effective parental, community, and stakeholder education is critical to transforming the culture of our district and community and jointly chart fruitful academic and career pathways for Madera's most underserved students and their families. Madera Unified will continue to engage in collaborative approaches to leverage resources and tools to educate families, staff and school administration in the planning, development and implementation of meaningful parent engagement activities.|MUSD Board of Trustees supports and endorses robust Parent and Family Engagement programs that align with the LCAP processes, in efforts to initiate, sustain, and leverage community engagement to capitalize on past accomplishments. In addition, the Community Compact was adopted, which strives to align the core values with student and community needs in mind to identify best practices and professional learning that are grounded in academic research. MUSD holds a deep-rooted belief that in order to close the district’s achievement gap, parents must be engaged in every aspect of the planning, implementation, and evaluation efforts. With this belief in mind, MUSD continues to sponsor nine (9) PRC’s that operate as a network designed to provide higher levels of parent engagement opportunities at all of the MUSD schools. Core services provided by the PRC’s network include: Aeries (district’s Student Information System) Parent Portal Assistance; digital literacy; parenting skills; citizenship education; high school credential preparation classes; English language acquisition and adult literacy’; family math and literacy development sessions; family health and wellness fairs; Skills and leadership building workshops, finance/homeownership education; financial aid assistance and; cultural events that capitalize on having our families and students share different aspects of their heritage. During FY 2020-2021, 65,607 parents were served, 1,724 received a certificate of completion for parent education programs and over 10,000 viewers participated in the annual Parent Conference which was hosted virtually last year. Thousands of families were supported during the closure of schools and distance learning by making hot-spots and Chromebook available to all families in need. The Department of Community Services and Parent Resource Centers (PRC’s) was strategically created to build bridges between the school district and the various sectors in the community. The expanded efforts and other combined strategies and practices were designed to empower our families to play a more active role in their children’s education. Our parent and community programs aim to engage active parental involvement in all aspects of our educational system, and by extension, assist in strengthening the district’s overall academic performance. MUSD’s focus area of improvement for the current school year will be to increase, improve and promote meaningful two-way communication between home and school. This type of partnership allows educators to have meaningful dialogues with families about the goals for their individual children and learn from families about the interest of students. Additionally, families can learn from educators about ways to support their children's learning. This will ensure that most family engagement activities include an opportunity for two-way communication between educators and families, to discuss what is happening at home, in the community and at school.|MUSD under the Department of Community Services and Parent Resource Centers (PRC) developed and implemented a Call Center operating during non-traditional hours in order to better serve families while schools were closed due to the pandemic. The Call Center was managed and operated by bilingual PRC staff who were able to answer school related questions like access to internet and IT support, but also provide access and referrals to local community resources such as food, clothing, health care and more. In addition to the Call Center, MUSD launched the NEW online Resource Directory of Community Services for Madera County to be used by MUSD parents, staff, and state, federal and local agencies, and community members. MUSD provided virtual learning opportunities to educate, prepare and empower parents to endure and continue the great work of supporting their children as they practiced distance learning and help them monitor their students’ progress; Build greater parent leadership by providing relevant programs with flexible schedules delivered in multiple languages; Provided support during parent-teacher conferences designed to supplement distant learning instruction; and modeling the importance of stakeholder collaboration by establishing strong partnerships among the district’s staff, parents, students, and the community. MUSD continued its partnership with National Institute for School Leadership (NISL) to bring the necessary professional learning and support for our administrators. NISL aims to deepen administrators' knowledge, skills, and confidence as strategic thinkers and as instructional leaders in the schools that they serve and integrate these concepts into their daily practice. Parents are encouraged and empowered to serve on the District PAC, SSC, DELAC, and ELAC Committees, to voice their concerns on their child’s academic growth and development at school. MUSD’s focus area of improvement for the current school year will be to support educators to learn more about the families in the district; the assets and challenges among their school community. This enables the district to foster and improve the existing welcoming environments and strengthen trusting relationships. Activities that will support the engagement of underrepresented families include – professional development to all staff in cultural responsiveness and strategies to engage diverse families. Educators will be trained to use an equity lens to understand the experiences of families from various diverse groups that make-up their community. MUSD is committed to continue to provide family-friendly information that is made available in the home languages of our families and assure that planning activities and decision-making meetings have representation from our diverse school communities. MUSD will continue to build capacity for PRC Assistants to continue to serve as point people and to develop family engagement at sites.|4|5|4|5|4|4|4|4|4|4|4|4|2021-10-12||2021 20652430100016|Sherman Thomas Charter|3|Parent feedback at virtual outreach events, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2020-21 LCAP Goals & actions and services which align with our SPSAs goals and WASC action plans. Parents also filled out many surveys throughout the year to help guide other choices made during distance learning. Primary areas of focus have been supporting families with resources (Pandemic EBT, food and resource distribution, childcare, etc.), connecting via calls, emails, and virtual workshops Sherman Thomas Charter has parent meetings, PAC meetings, and Board Meetings to inform parents and get their feedback on current changes being made. This gives parents a chance to help with decision-making on items such as the LCAP, ESSERS funding, and other public decisions.|Sherman Thomas holds a Back to School Night the second week of school, so parents can meet the teachers and learn what the expectations are for the classroom. Then Sherman Thomas also has parent-teacher conferences by approximately four weeks after the school year has begun and again in the spring. If the parent does not show, the teachers continue to make contact with the parent until the conference can be held. Progress reports are sent home bi-weekly and communication is made through Bloomz and phone calls to improve student outcomes. We have PAC meetings held monthly to get parents involved. One thing we can work on is parent workshops to help parents better understand the curriculum which will allow parents to help their students at home.|Parent and Family Liaisons (PFL), parents, and administrators worked jointly to support families both on campus and attending distance learning. STCS provided and supported a robust system of stakeholder communication processes and tools to foster strong relationships between the family and the school. learning, social-emotional supports, and virtual parent involvement. STCS provided the Bloomz app which translates messages into their home language automatically which will allow for better communication. We also provided ongoing phone calls, Parent-Teacher conferences, student-led conferences, and school reports and provided opportunities for Parent Involvement and discussion of student progress. Parents are also able to track their student's academic performances in real-time. A focus area will be to increase communication on Parent Involvement activities, current research, and available resources via distance opportunities.|5|4|4|5|5|5|5|5|4|4|5|5|2021-04-27||2021 20652430107938|Ezequiel Tafoya Alvarado Academy|3|The identification of the process for evaluating and monitoring the implementation of the LCAP and the progress toward accomplishing the established goals will include discussing the actions and services with the use of supplemental funds at the school level through the Parent Advisory Council which will include parents of English Learners. The Parent Advisory Council will meet four times per year to inform the process. Parents, classified staff, certificated staff and an administrator will make up the council. The number of parents will exceed or be equal to the number of total staff members. The council will discuss academic performance, supplemental services, and areas to make improvements with Title funds as part of the School Plan included in the LCAP conversations at the meeting in the fall and at the meeting in the spring. The teachers, staff, students, and parents also participate in an annual survey which provides feedback on the goals and services. The teachers, staff and administrators actively participate in the decision-making process throughout the year and during LCAP workshops. The decisions will consider the needs of Ezequiel Tafoya Alvarado Academy based on student achievement data to include SBAC, ELPAC, and interim assessment data, cumulative assessments, and attendance and student demographic data to include the significant subgroups of Latino, Black or African American, White, socioeconomically disadvantaged, students with disabilities, and English Learners. This student achievement data and student demographic data will be used as a basis for making decisions about the use of supplemental federal funds and the development of policies on basic core services.|ETAA will fully engage families and the larger community in support of short and long-term educational outcomes. The Charter School completed a comprehensive needs assessment of the entire school which included an analysis of verifiable state data and local performance data used to measure student outcomes as evidenced in the annual update portion of the LCAP. The needs assessment process included meeting parents, classified staff, teachers and administrators to identify areas of opportunity for the students and groups of students who are not achieving standard mastery and to identify strategies which will be implemented in the LCAP to address those areas of opportunity.|Parent involvement and communication is essential for our student’s academic growth and success. ETAA continually strives to involve parents by sharing information that helps parents understand and support student learning and provides opportunities for parent participation. Our teachers continually inform parents of the grade-level instructional focus, school activities, student showcase events on campus, and provide practical ideas for parents to help their children. The school has a strong base of parent volunteers who help with our annual Read Across America Event, Red Ribbon Activities, and Winter programs. Our parents receive weekly phone notifications of school activities. ETAA also utilizes additional outreach methods for parents including, but are not limited to; Class Dojo, teacher meet & greet, mandatory parent conferences with teachers, back to school night, and student orientation. Parents are involved in the following activities: field trips, school conferences, parent workshops, community engagement events, and attendance at sporting and academic events.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 20652430118950|Sherman Thomas Charter High|3|"LEAs report progress of how they have sought input from parents in decision making and promoted parent participation in programs to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on either information collected through surveys of parents/guardians or other local measures, and includes a description of why the district chose the selected measures, including whether progress on the selected measure is related to goals it has established for other Local Control Funding Formula (LCFF) priorities in its Local Control and Accountability Plan (LCAP). In our current Local Control and Accountability Plan (LCAP), Goal #2 of our plan states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to meet this goal."|"LEAs report progress of how they have sought input from parents in decision making and promoted parent participation in programs to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on either information collected through surveys of parents/guardians or other local measures, and includes a description of why the district chose the selected measures, including whether progress on the selected measure is related to goals it has established for other Local Control Funding Formula (LCFF) priorities in its Local Control and Accountability Plan (LCAP). In our current Local Control and Accountability Plan (LCAP), Goal #2 of our plan states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to meet this goal."|"LEAs report progress of how they have sought input from parents in decision making and promoted parent participation in programs to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on either information collected through surveys of parents/guardians or other local measures, and includes a description of why the district chose the selected measures, including whether progress on the selected measure is related to goals it has established for other Local Control Funding Formula (LCFF) priorities in its Local Control and Accountability Plan (LCAP). In our current Local Control and Accountability Plan (LCAP), Goal #2 of our plan states, ""STCHS will continue to increase student and parental/guardian involvement and continue to grow a safe learning environment."" There are numerous actions in place to meet this goal."|5|5|5|5|5|5|5|5|5|5|5|5|2021-04-27||2021 20652430134510|Sherman Thomas STEM Academy|3|"Our monthly parent meetings, which we call STAff chats, provide a great opportunity for parents to provide meaningful feedback on all areas of the school. Topics in the past have included field trip locations, lunches, uniforms, etc. In the past year, parents helped us modify and tweak our distance learning schedule and suggested Friday activities for the kids to participate in through a whole school Zoom session. 100% of parents agreed or strongly agreed that ""My child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision-making."" We are proud to have created a school culture where parents truly feel heard, even in a year like the previous one! Suggestions are made by parents and discussed as whole group. This past year, parents who attended these monthly meetings even helped create the surveys that went out to the whole school, to ensure we were getting the most valuable information and that the survey questions wouldn't be misinterpreted. When we were able to return to class, parents were provided several options to choose from, and these options came from our parent meetings. They could send their child for the whole day, just the mornings, just on Friday (whole school activities), or just the week and not the Fridays. We provided in person instruction and distance learning to all students to meet their needs and accommodate family/transportation issues/wishes. An area we would like to focus on is getting a group of parents to plan a Friday activity or family engagement activity. We have had a single parent plan a few of our Fridays, but never a group. We are also having to consider health and safety and COVID-19 mandates on assemblies as we make these plans."|"Sherman Thomas STEM Academy believes strongly in the partnership between family and school. As of our most recent parent survey, 100% agreed or strongly agreed that they were ""Satisfied with this school"" and 100% agreed or strongly agreed that ""This school promotes academic success for all students."" 100% of our parents attended parent teacher conferences (all held through Zoom, due to the Pandemic and our campus being closed to students/parents for the majority of the year). All teachers send out a weekly communication with all assignments and tests, the principal sends out a weekly recap of the week to all families as well as a weekly email for any school wide information for the week, grade checks go home every week with work from the previous week, and we have a monthly parent meeting. This continued, even through school closures. Students came once a week to pick up any paper assignments for the upcoming week and their grade checks with previous work. This allowed us to not be limited to computer assignments during Distance Learning. An area for improvement that we focused on was ensuring that all families could attend the virtual STAff chats and that students could engage in all aspects of Distance Learning, and so we provided computers and/or hotspots to anyone in need. All of our subgroups and grades were represented in our monthly parent meetings."|"STA believes strongly that parents and teachers are a team, working together to bring out the best in each child. As such, we do all that we can to work together and ""be on the same page."" Most parent teacher conferences last for approximately one hour, so that there is plenty of time for parents and staff to work together. All parents are provided with numerous resources and strategies that they can do at home to help their child grow, regardless of academic level. We also offer conferences in the evenings, with many beginning after 5pm, as well as on Saturdays and Sundays, so as to be sure to accommodate families work schedules. We have seen all groups represented in school activities in the past. This past year, due to the pandemic and school closures, parents were not able to be on campus, but we still had monthly parent meetings where all groups of parents were represented. When we conducted our spring survey, 100% of our parents reported either ""agreeing or strongly agreeing"" that ""The staff at this school build trusting and respectful relationships with families."" An area that we are focusing on for improvement is training for our parents for non-academic issues, such as internet/social media safety and awareness."|5|5|4|5|5|5|5|4|5|5|4|5|2021-04-27||2021 20652760000000|Raymond-Knowles Union Elementary|3|The state's self reflection instrument was not used, but will be used in the future.|The state's self reflection instrument was not used, but will be used in the future.|The state's self reflection instrument was not used, but will be used in the future.|1|1|1|1|1|1|1|1|1|1|1|1|2021-10-14||2021 20755800000000|Golden Valley Unified|3|Various Parent Advisory meetings and parent conference opportunites, along with constant communication through Parent Square allows parents to provide input on school policies and activities. Engagement from all stakeholders in valued and encouraged. Parent participation at these meetings, while overall strong, is not where we would like it to be for our underrepresented groups. GVUSD will continue to encourage and recruit underrepresented groups to attend school planning meetings through multiple communication strategies (phone, text, person to person, social media, email and website). During the Pandemic, constant changes and rapid reactions to the changing guidance, made it difficult for our school sites to seek input. Site administrators made an effort to survey their school community and involve them as much as possible.|Strengths: Use of bilingual translators at meetings and for document translation ensures parents have access to information and feel comfortable with what the school is doing. The use of Parent Square to communicate with families has helped to build relationships as parents can respond to teacher posts through direct messaging. The District encourages participation of families regularly. Focus for Improvement: Continue to expand the list of translated documents for our families. Clarify ways parents and community can participate in improving our school sites.|There has been a focused effort to make our schools more welcoming for all students and families. Our staff takes pride in the relationships they are building with the community. Strengths: Our schools work to build great relationships with our families. Schools hold regular meetings with parents and offer translation services where needed. Parents have realtime access to student grades, attendance and upcoming assignments. Improvements: Increase the participation of our parents in school meetings. Conduct parent trainings on how they can better support their child at home.|4|4|3|4|3|4|4|3|3|3|3|3|2021-06-08||2021 20756060000000|Chawanakee Unified|3|CUSD's strengths in this area include a high level of participation and engagement from the Board members, District level staff, and site-level staff at school and district events. Positive, meaningful relationships are tangible. CUSD coordinates several stakeholder input opportunities to include town-hall-style meetings, site-based local meetings, and district advisory meetings for example. A district focus area may be to narrow the focus with a specific family engagement planning session at the district or at site-level meetings. Only 68% of families felt they knew how to participate in school and district decision-making processes. The district needs to exam ways to educated students and families on the processes and makes sure families from underrepresented students are at the table. More ways to inform and educate our families on how to take part in the decision making process will need to be done to increase the engagement of the under represented families within the district.|There is general satisfaction with the current relationships. 82.7% of responders felt welcome at their school and in their child's class(es). 78% of families felt the school has policies for teachers to meet with families and students to discuss progress and ways to work together to support improved student outcomes.|CUSD is most proud of: 1. We were able to get students online quickly with access to technology (computers, wifi, programs), and 2. Able to maintain a 100% graduation rate. CUSD plans to build upon this success by continuing to give students and teachers access and support to technology by replacing student and teacher devices, provide wifi at home when needed, provide teacher training on the technology and programs that are used. The district also plans to continue to monitor student progress towards graduation requirements and provide the necessary intervention classes and supports needed to keep students on track or get back on track prior to graduation. Meetings were held across the district to ensure that all stakeholders had the opportunity to provide input. In order to comply with health and safety guidelines, these meetings were held virtually through WebEx Events where parents could participate by phone or through the online platform. The qualitative data that was collected during these meetings, along with comments from our staff and parent surveys indicate that stakeholders feel our greatest areas of concern include: 1. Student mental health during the pandemic and being taught at home 2. Wanting students back in school full-time 3. Students wanting a graduation 4. Concerns on how to combat behaviors and absenteeism at North Fork School 5. Best 1st Instructional Practices 6. Teachers support for technology The LEA has a goal to improve the engagement of underrepresented families by increasing communication with family by emails, phone calls, home visits and increase opportunities for parents to have access and see what their child is doing in school.|3|4|3|4|3|4|3|3|3|3|3|3|2021-06-22||2021 20756060125021|Minarets Charter High|3|Parent feedback is gathered 2 yearly via parent surveys. Surveys are conducted during our Minarets Charter High Showcase night and solicited via email and phone. During the 2020-2021 school year there were only surveys conducted. No parent nights were held.|Minarets host two large parent gatherings each year that have been attended by over 70% of the schools guardians the past two years. Minarets Charter High School has a very active Facebook community that even includes a parent group that answers questions and concerns from parents and community members. Minarets Charter also works with local tribal organizations to provide better communication and support for our Native American population. Every staff member has a published email that parents and students can use to contact teachers and staff about issues they have. Currently, the school has fully implemented SMS messaging to parents and guardians to better keep them informed about school functions. We continue to train on the program so we can best inform our families and students.|"The qualitative data that was collected during meetings, along with comments from our staff and parent surveys indicate that stakeholders feel our greatest areas of strength include: 1. Minarets Charter maintained regular communication with parents and students throughout school closure through Parent Square, email, phone calls, and social media posts. 2. Resources were provided to families throughout school closure and hybrid instructional models including, meals, learning materials, technology, community services, etc. 3. Chartering District Graduation rate of 100%. Minarets Charter grad rate was 94.2% in 2019 but 100% in 2020 and 2021. This is 12.4% higher than the statewide graduation rate and included a graduation rate 4. 50% College and Career Rate. 5. Minarets Charter met the standard on all 5 local indicators. (1. Basic: Teachers, Instructional Materials, Facilities; 2. Implementation of Academic Standards; 3. Parent and Family Engagement; 4. Local Climate Survey; 5. Access to a Broad Cross of Study) 6. While Dashboard suspension data was not reported for 2020, internal data showed that suspensions were down in 2019-20 and continue to be down to 1.5% in 2020-21 from prior years. performance for any student group was two or more performance levels below the “all student” performance: 1. Mathematics instruction and ability. Minarets Charter dropped 19% in 201 and is 85.7 points below standard on the latest CAASPP Math test for 11th graders. No 2020 reporting due to COVID-19. 2. Suspension Rate overall was in the RED Category. Four subgroups in the ""red"" Hispanic, Sociaeconomicaly disadvantaged, students with disabilities, and white students."|4|4|3|4|3|3|3|3|4|3|4|3|2021-06-22||2021 20756060132936|Chawanakee Academy Charter|3|Chawanakee Academy is a small dependent Charter with 3 Student Groups; white, hispanic and socio-economically disadvantaged. Parents of our students want greater curriculum control and instructional partnership with their children than those enrolled in Chawanakee Unified. Our staff has been able to garner underrepresented family involvement. Chawanakee Academy Charter has had an influx of Sped and credit recovery students across two geographically larger counties. An area of improvement would be to include these families more regularly in the decision making of the charter.|Chawanakee Academy is a small dependent Charter with 3 Student Groups; white, hispanic and socio-economically disadvantaged. Parents of our students want greater curriculum control and instructional partnership with their children than those enrolled in Chawanakee Unified. Our staff is passionate about our small community and have regular positive personal and/or phone contact with our families. To increase engagement of underrepresented families, we have added a credit recovery support class and team that includes a teacher, full time aide, Spanish translator, academic counselor, and school psychologist. This same team is available and utilized for other underrepresented students not in the credit recovery program.|Chawanakee Academy is a small dependent Charter with three Student Groups; white, hispanic and socio-economically disadvantaged. Our staff is passionate about our small community and has regular positive personal and/or phone contact with our families. To ensure engagement of underrepresented families the Principal holds a Meet and Greet on picture day, invites families to a brunch for a WASC meeting, schedules regular Coffee with the Principal opportunities, student showcase and information nights, and makes personal invitations to participate in Parent Advisory group. Policies, rights and resources are shared.|4|4|5|5|4|4|5|4|4|4|4|4|2021-06-22||2021 20764140000000|Yosemite Unified|3|In addition to the Stakeholder Survey that is used as the basis of this Local Indicator Report, that is summarized and shared with the board annually, and used for planning and decision-making, one strength is that all sites have functional School Site Councils with active parent participation; the district provides training to administrators annually related to how to host quality SSCs. Another strength is that the district has an operational Parent Advisory Committee and a Budget Advisory Committee, all of which are well attended. The district also hosts LCAP input sessions and other meetings to ensure two way communication with families.|In addition to the Stakeholder and Climate Surveys that are used as the basis for the local indicator report, and shared with the school board annually, the district's leadership team (during Educational Services meetings) does planning related to how best improve parent engagement at the sites. The district also recently added an intervention specialist at each site to help with connecting with families in support of students who are struggling.|YUSD has strengths related to Parent Engagement. One of the district's strengths in this area is that it gathers survey data from parents, students, and community members every year; this data is then summarized for the school board and utilized for the local indicator report. This data is also utilized at the site and district level to help staff better understand what parents want/need from the school district and how we can better engage with them. This survey is provided to all families and staff are available to interpret this information if needed (even though the district has low numbers of EL's and is not obligated to hold ELAC or DELAC meetings).|2|3|2|3|2|4|3|2|3|3|3|3|2021-06-21||2021 20764142030237|Glacier High School Charter|3|"Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. Feedback from the results of our Parent Survey taken in March of this 2020-21 school year are sited under the heading, ""Building Relationships."" One of our focus areas for improvement is providing opportunities for all stakeholders to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3). We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."|"Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. Feedback from the results of our Parent Survey taken in March of this 2020-21 school year are sited under the heading, ""Building Relationships."" One of our focus areas for improvement is providing opportunities for all stakeholders to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3). We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."|"We make every effort to seek parent involvement in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our WSCS Board; 3) through LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters & Parent Square; and 6) through our local Parent Survey. The following contains our Parent Survey results taken March of the 2020-21SY. The feedback contributed to our 2021-22 LCAP goals & actions. 43 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 60% Excel; 30% Above Avg; 9% Satisfactory. How well does the school support your needs as the parent teacher? 56% Excellent; 33% Above Avg; 9% Satisfactory; 2% Poor GHS provides textbooks & other learning materials to meet my child’s educational needs. 60% Excel; 29% Above Avg; 12% Satisfactory. How likely are you to ask for help from a teacher/school staff when you run into a school/education-related difficulty? 43% Almost all the time; 26% Often; 26% Sometimes; 5% Never. Did your child’s teacher(s) provide enough guidance & support for your child to successfully participate in the distance learning courses? 44% Excel; 36% Above Avg; 15% Satisfactory; 5% Poor How well did the school support your child’s education-related tech needs? 38% Excel; 33% Above Avg; 24% Satisfactory; 5% Poor The teachers take time to discuss my student’s grades, academic progress & success, or areas for improvement with me. 62% Excel; 29% Above Avg; 7% Satisfactory; 2% Poor Do the buildings and classrooms support a positive and focused environment appropriate for learning? 62% Excel; 29% Above Avg; 10% Satisfactory. I feel welcomed, valued, & connected to others in our school community. 55% Excel; 21% Above Avg; 19% Satisfactory; 5% Poor GHS communicates to me about school events/procedures. 62% Excel; 26% Above Avg; 12% Satisfactory. Does our school provide you the knowledge & support you need for college/career academic goals & planning for your student? 40% Excel; 29% Above Avg; 12% Satisfactory; 10% Poor. It's Glacier’s purpose that all students graduate completing full A-G course requirements. Is your student on track to complete the full A-G course requirements for grad? 85% Yes; 2% No; 12% ""I Don't Know."" Would you recommend our school to your friends & family? 93% YES; 7% NO"|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 20764146110076|Mountain Home Charter (Alternative)|3|"Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. Feedback from the results of our Parent Survey taken in March of this 2020-21 school year are sited under the heading, ""Building Relationships."" One of our focus areas for improvement is providing opportunities for all stakeholders to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3). We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."|"Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. Feedback from the results of our Parent Survey taken in March of this 2020-21 school year are sited under the heading, ""Building Relationships."" One of our focus areas for improvement is providing opportunities for all stakeholders to participate in all aspects of the educational environment to support and enhance student success (LCAP Goal 3). We are committed to furthering family engagement and participation in more purposeful ways by encouraging participation in school events, in advisory groups, and in parent workshops, all in an effort for parents to feel a stronger connection to our school and improve student success."|We make every effort to seek parent involvement in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our WSCS Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters & Parent Square; and 6) through our local Parent Survey. The following information contains Parent Survey results taken March of the 2020-21 SY. The feedback contributed to our 2021-22 LCAP goals & actions. 73 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 64% Excel; 29% Above Average; 7% Satisfactory. How well does the school support your needs as the parent teacher? 65% Excel; 28% Above Average; 6% Satisfactory; 1% Poor. My school provides textbooks & other learning materials to meet my child’s educational needs. 50% Excel; 36% Above Average; 14% Satisfactory. How likely are you to ask for help from a teacher or other staff when you run into a school/education-related difficulty? 45% Almost all the time; 28% Often; 27% Sometimes. Did your child’s teacher(s) provide enough guidance & support for your child to successfully participate in the distance learning courses? 60% Excel; 31% Above Average; 7% Satisfactory; 2% Poor. How well did the school support your child’s education-related tech needs? 44% Excel; 37% Above Average; 18% Satisfactory; 1% Poor. My Advising Teacher took time to discuss my student’s grades, academic progress & success, or areas for improvement with me. 79% Excel; 16% Above Average; 1% Satisfactory; 3% Poor. Do the buildings & classrooms support a positive & focused environment appropriate for learning? 67% Excel; 22% Above Average; 9% Satisfactory; 1% Poor. I feel welcomed, valued, & connected to others in our school community. 60% Excel; 29% Above Average; 7% Satisfactory.; How well did MHSC communicate to you about school events & procedures. 69% Excel; 21% Above Average; 10% Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 26% Excellent; 18% Above Average; 4% Satisfactory; 1% Poor. 50% “Does not apply at this time for my child” Would you recommend our school to your friends and family? 99% Yes; 1% No. One of our focus areas for improvement is providing opportunities for all stakeholders to participate in all aspects of the educational environment to support & enhance student success (LCAP Goal 3). We are committed to furthering family engagement & participation in more purposeful ways by encouraging participation in school events & in advisory groups in an effort for parents to feel a stronger connection to our school & improve student success.|5|5|5|5|5|5|5|5|4|4|4|4|2021-06-15||2021 21102150000000|Marin County Office of Education|3|As mentioned above, we are in the initial stages of engaging parents and families in a more meaningful way to propel our school forward. We recently completed a self-study through the WASC process, and developed a Three-Year LCAP. Parents and families were engaged in every step of the process; from examining data, to revising our values statement, updating our Profile of a Graduate, creating goals, and devising action steps to get to those goals. Parents will participate in our WASC visit in October. We just held elections for our new School Site Council/English Learners Advisory Committee representatives. In addition, our Parent Empowerment Specialist is working with another group to create our Family Engagement Team. This team was starting to meet last year but was disconnected when the pandemic caused a shift in focus.|We hire bilingual/bicultural learning coaches/mentors through a contract with a local community organization. These coaches support students' social and emotional growth and academics while on campus. They also support smaller groups of students after school in pro-social activities such as hiking, boxing, and other outings. These coaches also develop relationships with families that allow them to get and give support and information as needed. Coaches have worked with school administrators to help families get rent and food support; immigration status support; and parenting support. In addition, they convey the needs back to the school.|This is a relative strength for us. We have dedicated resources to support a full-time Family Empowerment Specialist who is bilingual and lives in the biggest community we serve. He regularly reaches out to families, both to give them information and also to gather information from them about what they want to see in our school moving forward. We survey parents twice yearly in official surveys, and work with them at regular intervals at parent and family meetings throughout the year to get input and ideas. Our attendance was growing, shrank during the pandemic, and is growing again. In addition, we also have dedicated resources to hiring and retaining bilingual staff of color who are able to support and communicate with families. Of 17 staff members, 13 are people of color, and 11 are bilingual (or multilingual). Our focus area for improvement is to get even greater participation, and to engage families in a more meaningful way so that they feel comfortable and confident to better shape the direction of the school.|5|4|4|4|4|4|3|4|3|4|4|3|2021-10-12||2021 21102152130102|Phoenix Academy|3|As mentioned above, we are in the initial stages of engaging parents and families in a more meaningful way to propel our school forward. We recently completed a self-study through the WASC process, and developed a Three-Year LCAP. Parents and families were engaged in every step of the process; from examining data, to revising our values statement, updating our Profile of a Graduate, creating goals, and devising action steps to get to those goals. Parents will participate in our WASC visit in October. We just held elections for our new School Site Council/English Learners Advisory Committee representatives. In addition, our Parent Empowerment Specialist is working with another group to create our Family Engagement Team. This team was starting to meet last year but was disconnected when the pandemic caused a shift in focus. We have had one meeting so far this school year.|We hire bilingual/bicultural learning coaches/mentors through a contract with a local community organization. These coaches support students' social and emotional growth and academics while on campus. They also support smaller groups of students after school in pro-social activities such as hiking, boxing, and other outings. These coaches also develop relationships with families that allow them to get and give support and information as needed. Coaches have worked with school administrators to help families get rent and food support; immigration status support; and parenting support. In addition, they convey the needs back to the school.|This is a relative strength for us. We have dedicated resources to support a full-time Family Empowerment Specialist who is bilingual and lives in the biggest community we serve. He regularly reaches out to families, both to give them information and also to gather information from them about what they want to see in our school moving forward. We survey parents twice yearly in official surveys, and work with them at regular intervals at parent and family meetings throughout the year to get input and ideas. Our attendance was growing, shrank during the pandemic, and is growing again. In addition, we also have dedicated resources to hiring and retaining bilingual staff of color who are able to support and communicate with families. Of 17 staff members, 13 are people of color, and 11 are bilingual (or multilingual). Our focus area for improvement is to get even greater participation, and to engage families in a more meaningful way so that they feel comfortable and confident to better shape the direction of the school.|4|4|5|4|4|3|3|4|3|3|3|3|2021-10-12||2021 21653000000000|Bolinas-Stinson Union|3|WE have expanded the use of our site council and held an in-person gathering for English learner families to get feedback and get internet connectivity. WE continue to send out all communications in both English and Spanish. We have plans to hire an English Learner Outreach Coordinator.|We continue to develop our relationship with all families to support student learning, most especially those students who need more to get the same. We worked tirelessly across 2020-21 to ensure that all families had a fast, reliable internet.|The pandemic has provided us the unique opportunity to engage deeply with our families. This includes our families of our English learners in a way that we had not done in previous years. As a result we have established and maintained a valued partner and the voice of our English learner students.|4|4|3|3|4|4|5|5|4|4|4|4|2021-10-12||2021 21653180000000|Miller Creek Elementary|3|The District partners with parents and solicits input through a variety of committees including examining EL students and language acquisition, the district budget and LCAP, a parent leadership council (Coordinating Council) and School Site Councils.The LEA hosted a community input session inviting all members of the community to provide feedback on LCAP goals, actions, and services. Each school site has a thriving parent club and School Site Council. These provide ways to engage parent leadership and amplify their voice.|The LEA works to build partnerships for student outcomes by communicating frequently about school programs and student progress. Parent conferences are hosted annually to dive deeply into a student's individual progress. Narrative report cards are sent home for families in TK-5 to provide feedback in addition to the feedback listed on the standards based report card. In grades 6-8 comments provided to families on report cards were updated to reflect more content specific feedback and a growth mindset. Progress reporting is provided every six weeks to students who are not meeting grade level benchmarks. Principals and teachers send frequent updates to parents that highlight current learning units and ways to support that learning at home. Back to School Night is hosted and highly attended every year. Through our District Equity Working Group we established standing equity committees at each school site to support equity-minded initiatives. We’ve increased bilingual staff and have invested in a communication platform that makes two way communication in different languages easier.|Parent relationships, partnerships and input are valued in the Miller Creek School District. COVID-19 presented both opportunities for parent involvement such as increased parent webinars and surveys, barriers such as closed campus and remote instruction, which interrupted the typical flow and presence of in-person parent engagement. The LEA has several formal structures which allow for parent engagement and input both at the site and district level. At the district level there is an LCAP Advisory Council, DELAC, and Equity Working Group. At the site level there is a School Site Council, SELAC, and Equity Committees. The LEA supports staff to learn about each student’s and family’s strengths by hosting professional development that focus on identifying and understanding that personal identify shapes perspective. The professional development offered ways of getting to know students and their families in order to be culturally responsive.|4|4|4|4|4|4|5|4|4|4|4|4|2021-10-12||2021 21653340000000|Kentfield Elementary|3|"As we venture into this year we are intentionally planning increase parent education and outreach to our families, increasing staffing with an intention to foster a sense of belonging and hiring a community liaison to support the home to school connection. In order to have impact and offer sustainable change, we must focus on four key priorities: student academic engagement and achievement, staff retainment and support, fiscal solvency and a community of inclusion. Our focus on being a community of inclusion highlights the importance of parent engagement and voice. Going beyond the classroom to engage our families to play an active role in student learning allows us to invest in a true partnership between parents/guardians and the school. Through surveys and anecdotal feedback we have gathered the follow data to represent parent perception of the various elements of our school setting. 189 parents/guardians answered a community survey with various elements related to Partnerships for Student Outcomes. Below is data related percent positive answering Agree or Strongly Agree around engagement and resources in our school settings. ENGAGEMENT - Families are engaged and part of the decision making process 52% RESOURCES - Families believe the school deploys necessary resources to support students 40% As we venture into this year we are intentionally planning increase parent education and outreach to our families, increasing staffing with an intention to foster a sense of belonging and hiring a community liaison to support the home to school connection."|"As we venture into this year we are intentionally planning increase parent education and outreach to our families, increasing staffing with an intention to foster a sense of belonging and hiring a community liaison to support the home to school connection. In order to have impact and offer sustainable change, we must focus on four key priorities: student academic engagement and achievement, staff retainment and support, fiscal solvency and a community of inclusion. Our focus on being a community of inclusion highlights the importance of parent engagement and voice. Going beyond the classroom to engage our families to play an active role in student learning allows us to invest in a true partnership between parents/guardians and the school. Through surveys and anecdotal feedback we have gathered the follow data to represent parent perception of the various elements of our school setting. 189 parents/guardians answered a community survey with various elements related to Partnerships for Student Outcomes. Below is data related percent positive answering Agree or Strongly Agree around engagement and communication and feedback in our school settings. ENGAGEMENT - Families are engaged and part of the decision making process 52% COMMUNICATION & FEEDBACK - Open and effective lines of communication between families and schools 40% As we venture into this year we are intentionally planning increase parent education and outreach to our families, increasing staffing with an intention to foster a sense of belonging and hiring a community liaison to support the home to school connection."|"In order to have impact and offer sustainable change, we must focus on four key priorities: student academic engagement and achievement, staff retainment and support, fiscal solvency and a community of inclusion. Our focus on being a community of inclusion highlights the importance of parent engagement and voice. Going beyond the classroom to engage our families to play an active role in student learning allows us to invest in a true partnership between parents/guardians and the school. Through surveys and anecdotal feedback we have gathered the follow data to represent parent perception of the various elements of our school setting. 189 parents/guardians answered a community survey with various elements related to Building Relationships. Below is data related percent positive answering Agree or Strongly Agree around culture and relationships in our school settings. CULTURE - School fosters shared goals of respect , fairness and diversity 67% RELATIONSHIP - Degree in which families experience positive relationships with their school 77% As we venture into this year we are intentionally planning increase parent education and outreach to our families, increasing staffing with an intention to foster a sense of belonging and hiring a community liaison to support the home to school connection."|3|3|3|3|4|2|3|2|2|2|2|2|2021-10-12||2021 21653420000000|Laguna Joint Elementary|3|Our smaller size affords us the opportunity to mitigate barriers to communication. We are able to connect with all families and have established a culture that encourages, welcomes and values parent and family input.|Laguna school continues to have an active, but smaller parent population, consistent with its overall size. Parents are engaged on a day-to-day basis and provide valuable input to the school programs. Parent input is sought through a monthly parent meeting and welcome at School Board meetings, which is deemed the most effective means of engagement and sustaining participation.|Laguna school encourages and provides opportunities for home-school connections during which parents are partners in their children’s learning. Laguna Parent Club meets regularly with the faculty to discuss and plan school activities, events, and plan for the future. They are an integral part of developing this LCAP. A survey approach has not been the most effective means to engage our parents, but frequent conversation and volunteer requests encourage participation. Laguna school staff will be focusing on expanding the communication opportunities to include Remind 101. We already have social media presence and our smaller school size allows for ongoing, authentic and in-the-moment connections with families as needed.|4|5|5|5|5|5|4|5|5|5|5|5|2021-10-12||2021 21653590000000|Lagunitas Elementary|3|The LEA gets gobs of information from a plethora of stakeholders. Of course more effort needs to happen to include underrepresented families. (If the LEA were getting enough input from them, they wouldn't be underrepresented!) So voluntary participation is very strong but more, including continuing mutual support with the San Geronimo Valley Community Center.|The LEA is a model of community involvement; some say maybe too much. At the functional level of governance, families participate directly in parent groups that determine program goals and the allocation of resources. The LEA is working to include more under represented families and will continue to do offer child care and translation services as needed to facilitate participation at meetings.|The LEA is taking noteworthy steps to improve outreach to underrepresented families. This year it added 3 positions for paraeducators to provide additional support for students in those groups. The LEA is also working with the local community center to provide an outreach coordinator for students who live in homes where English is not the first language.|3|4|4|3|3|3|5|5|5|5|4|4|2021-10-28||2021 21653670000000|Larkspur-Corte Madera|3|LCMSD has a very active PTA, PTO, foundation, parent education committee, and representation on school site council. Parents participate in the district committees, including the LCAP Advisory Committee, Health and Wellness Committee, Fiscal Advisory Committee, and District English Learner Advisory Committee. The LCAP plan is reviewed and discussed with all of these teams. Parents, students, and staff input are gathered through surveys that provide a 360 view on how the district is doing on the eight state priorities. The District is partnering with Actionaly to track parent engagement in communication and activities. Interpretation services are available at family engagement activities and informational events.|All elementary students have conferences with translation services provided. Middle school students have conferences as needed with translation services provided. Student data are regularly monitored through district benchmark assessments to identify learning gaps, provide intervention, measure ongoing progress, all while communicating with parents. Parents can participate in student study teams. LCMSD is providing on-demand online math tutoring through Yup to all middle school students who are English Learners, Special Education or did not meet math standards on CAASPP last spring. LCMSD is planning on implementing before school and after school support classes for students.|LCMSD has been committed to staff professional development in building inclusive and equitable classroom and school environments, effective parent communication, and collaborative partnerships. Staff development in training days and in staff meetings has focused on teaching for equity. The district has established a 0.4 TOSA position to organize and facilitate professional development on race, equity and social justice. This year LCMSD is focused on more effective communication with families whose primary language is not English through the implementation of Actionaly for district-wide, school-wide and classroom-wide communication. Administrators and teachers are being trained in using Actionaly to provide communication that is automatically translated into a parent’s preferred language. The District DELAC team and site English Learner Community Connection (ELCC) meetings have focused on welcoming and engaging all families. LCMSD has provided interpretation services at Back to School Night, Board meetings, ELCC meetings, parent conferences, Superintendent Coffee Chats and IEP meetings. ELCC meetings focus on two-way communication with families to improve our systems and procedures.|4|4|3|3|2|3|4|3|4|4|3|4|2021-10-20||2021 21653910000000|Mill Valley Elementary|3|Our district enjoys strong parental involvement at all of our schools and on site/district committees. We seek parent input for decision-making at the district and site level through a variety of in-person/Zoom meetings and written feedback. Some of the in-person meetings include Parent/Staff Equity Committee meetings, LCAP Parent Advisory Committee meetings, District English Language Advisory Committee meetings, PTA/PTA Council meetings, Site Council meetings at each school, Community Financial Advisory Committee meetings, and It Takes A Village meetings. For the Strategic Plan/LCAP stakeholder engagement process during the 2020-2021 school year, there were numerous LCAP discussions and Strategic Plan/LCAP reports at Board of Trustees meetings, along with five LCAP meetings including Parent Advisory and Student Advisory Committee meetings. In addition, our staff has continued to focus on engaging parents of unduplicated students (i.e. English Learners, socio-economically disadvantaged students, foster youth) in different ways. For example, district staff reaches out to these families to attend parent-teacher conferences, Student Study Team (SST) meetings, Individual Education Plan (IEP) meetings, along with other committee meetings and school events.|Last year, our Administrative Council of district and site administrators attended six days of training to develop skills as racial equity leaders. Also, over 25 teachers and staff members participated in a series of interest-based professional development led by Teacher Leaders that was focused on equity. Our district will continue to focus on building its knowledge base on this topic through participation in professional development. This will allow our staff to be better equipped to implement equitable practices across our schools. In addition, our district has held multiple parent education events focused on equity. These learning opportunities have engaged our community in discussions about addressing issues of equity and developing racial consciousness. These parent education meetings focused on equity will continue this school year.|Our district has begun to analyze our practices through an equity lens in order to better serve students across all student groups. Our focus on equity has included a number of key initiatives that strive to create more inclusive, supportive, and safe learning environments where culturally responsive instruction and practices allow all students to experience academic success, develop positive social-emotional well-being, and feel included in their schools. We have established two district committees related to equity, a staff equity committee and a parent equity committee. The staff equity committee has focused its discussions on culturally relevant teaching practices, developing an understanding of what equity in education means, and mitigating barriers for student success. The parent equity committee’s discussions have focused on hearing parent perspectives about equity and their experiences in our schools, as well as gathering ideas about how to engage a broader spectrum of families. We have grounded these discussions around our work with Facing History and Ourselves. This equity work will remain a focus for the district, and these initiatives will continue into next school year. As far as communication, we provide regular messages to the MVSD community that offers relevant information and highlights the programs and events happening in the district. We prioritize providing timely and succinct messages to our families and the community through a variety of communication tools. We also work to ensure that this communication with our families is a two-way process. We will continue to explore different ways to ensure consistent communication at all levels in the district, which will be part of our work next year. By communicating regularly with families, we strive to ensure our parents are well informed, have opportunities for involvement, and are connected to their children’s classroom. We have seen this home-school connection as another effective means for ensuring high levels of student learning and build strong relationships with families.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-07||2021 21654090000000|Nicasio|3|Based on results of the self-reflection tool, we are in the initial implementation phase of seeking input for decision-making. Our primary advisory group for decision-making is our LCAP Parent Advisory Committee. Parents from all student groups are represented in this committee and provide input on policies and programs and implement strategies to reach and seek input from any underrepresented groups in the school community. As an LEA, families, teachers and administrators will work together to develop our capacity to plan, design and implement family engagement activities.|Based on results of the self-reflection tool, we are in the full implementation phase of building partnerships for student outcomes. This includes professional learning and support to teachers and office staff to improve a school’s capacity to partner with families, providing information and resources to support student learning and development in the home, providing opportunities for teachers, families and students to discuss student progress and ways to work together to support improved student outcomes, and supporting families to understand their legal rights and advocate for all students.|Based on results of the self-reflection tool, we are in the full implementation phase of building relationships between school staff and families. This includes developing the capacity of staff to building trusting relationships with families, creating a warm environment for all families in the community, supporting staff to learn about each family’s strengths, cultures, languages and goals for their children, and engaging in 2-way communication between families and educators using language that is understandable and accessible to families.|4|4|4|4|4|4|4|4|3|3|3|3|2021-10-07||2021 21654170000000|Novato Unified|3|NUSD recognizes the importance of including the voices of students, families, staff, and community members in the process of identifying goals, actions, metrics, and expenditures. The stakeholder groups individually and collectively amplify the voices of the NUSD community and share the experiences of students, families, and staff. During the 2020-21 school year, NUSD determined that the new goals and actions must clearly reflect the district's commitment to equity and include student voice. With this in mind, NUSD increased its representation from each school’s diverse student body and community to more accurately mirror their demographics. While improvements were measured in 2020-21, NUSD strives to see this alignment improve in all district and school-based stakeholder engagement opportunities through continued remote options for participation.|Students, parents and staff had to take on new roles due to school closures. Parents/guardians who are already important partners in the education of a child, took on the role of co-educator at home during distance learning. Through professional development for staff, NUSD redefined partnerships between home, school, and community services. NUSD’s Community Liaisons, learned to mimic their in person outreach virtually, teachers and administrators found ways to connect and engage with families remotely, and all service providers worked closely with families to schedule sessions and support in new and innovative ways. As schools reopen for full in person instruction with tightened requirements and limitations for having visitors and volunteers on campus, NUSD is working on creating new ways for families to be present and engaged in the day to day school experience.|The COVID-19 pandemic impacted the culture of connectivity for NUSD and its community. Both NUSD personnel and members of the community were faced with the challenges of reacting to changing phases of the crisis, adjusting to new priorities, and anticipating the return to a new normal. NUSD’s strength was the swift adoption of new technology and strategies to foster communication with students and families. Offering collaboration and meetings virtually increased access for stakeholder engagement. Two way survey and communication tools were also implemented to provide virtual avenues for providing input and feedback. These strategies supported communication during the 2020-21 school year, but will serve NUSD in the future as well. Managing and responding to the input and feedback gathered through these new modes of communication are an area for growth. NUSD continues to value and seek a wider range of stakeholder voice, and is committed to leveraging the information to better the organization.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-05||2021 21654176113229|Novato Charter|3|Novato Charter School will continue to hold community events, including community meetings to discuss programs and academic achievement. These events include Back to School Night, Parent Education evenings, Class Parent Meetings, and Community Meetings. Our focus area for improvement is to resume community building events including festivals, field trips, and in-person parent informational meetings. We also plan to continue to distribute and explain our “subject through the grades” guide.|Novato Charter School teachers hold a parent-teacher conference for every student in the fall and offer an optional follow-up conference in the spring. We celebrate several cultural events with parent volunteer support including Dia De Los Muertos and an annual Spanish Assembly. Our Spanish Assembly features class performances in Spanish and a variety of art and writing activities celebrating the cultures of Spanish speaking countries. We encourage students and their families, to share their cultural traditions with the school community. We have a parent run committee, called the “Many Hearts Committee,” that supports diversity efforts at school and also plans community events of its own to help every family feel welcome at our school. One way in which we will improve engagement of underrepresented families is through continuing social and emotional learning (SEL) work internally as well as with community partners.|Each K-8 teacher sends out a weekly email to inform parents of class happenings including a summary of what students will be learning in the coming week. These letters include updates from specialty teachers (art, handwork, math, movement, music, and Spanish), along with information on parent education topics and upcoming school events. The office sends out a weekly email newsletter to all families, which contains articles on school events and parent education topics. This newsletter frequently addresses topics relating to the eight state priorities. Each teacher hosts three or more parent evenings for the parents in their class each school year. Our annual Back to School Night in September helps parents connect with the teachers, curriculum, parent committees, and volunteer opportunities. We hold a number of community events throughout the school year, including school festivals, and parent education events. Teachers schedule an annual conference in the fall with every parent to discuss their child’s progress and also offer an optional follow-up conference in the spring. All of these methods of communication help to engage underrepresented families. We provide Spanish translations of important school documents as needed. Our focus area for improvement this year in LCFF Priority 3 is to resume community building events including festivals, field trips, and in-person parent informational meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-13||2021 21654250000000|Reed Union Elementary|3|RUSD provides many opportunities for meaningful parent engagement and input into school programs and services. These have been fully outlined on pages 6-8 of the Reed Union School District LCAP document which can be accessed at this link: https://www.reedschools.org/Page/1584. Survey opportunities, board meetings, principal and superintendent chats, and stakeholder engagement meetings across the district provided staff, parents, students, and community members the opportunity to engage in developing and informing the goals, actions, and metrics for the district as outlined in the LCAP. Many meetings were held online which increased parent involvement. Parent, student, and staff surveys also inform our practices and curricular decisions. Strategic Planning Collaborative teams made up of parents and staff at each school provide feedback and suggestions that inform the LCAP, policies, and practices at schools. Student Council and Student Leadership take an active part in impacting the culture and climate of their school. Each year a letter is sent to families to solicit parent representatives to serve on our school site Strategic Planning Collaborative teams that represent children with a language other than English, diversity in ethnic and racial backgrounds, socio-economic status, and students with learning differences. An area of improvement and focus is to engage with underrepresented families to ensure families have the resources necessary to fully participate in decision-making at their child(ren)'s school and discuss ways the district can support them more fully. An additional area or focus is to increase the participation rates for underrepresented families in district-wide surveys.|RUSD provides many opportunities for meaningful parent engagement and input into school programs and services. These have been fully outlined on pages 6-8 of the Reed Union School District LCAP document which can be accessed at this link: https://www.reedschools.org/Page/1584. Parent, student, and staff surveys inform our practices and curricular decisions. Strategic Planning Collaborative teams made up of parents and staff at each school provide feedback and suggestions that inform the LCAP, policies, and practices at schools. Student Council and Student Leadership take an active part in impacting the culture and climate of their school. Each year a letter is sent to families to solicit parent representatives to serve on our school site Strategic Planning Collaborative teams that represent children with a language other than English, diversity in ethnic and racial backgrounds, socio-economic status, and students with learning differences. An area of improvement and focus is to engage with underrepresented families to ensure families have the resources necessary to fully participate in school and discuss ways the district can support them more fully.|RUSD provides many opportunities for meaningful parent engagement and input into school programs and services. These have been fully outlined on pages 6-8 of the Reed Union School District LCAP document which can be accessed at this link: https://www.reedschools.org/Page/1584. Parent, student, and staff surveys inform our practices and curricular decisions. Strategic Planning Collaborative teams made up of parents and staff at each school provide feedback and suggestions that inform the LCAP, policies, and practices at schools. Student Council and Student Leadership take an active part in impacting the culture and climate of their school. Each year a letter is sent to families to solicit parent representatives to serve on our school site Strategic Planning Collaborative teams that represent children with a language other than English, diversity in ethnic and racial backgrounds, socio-economic status, and students with learning differences. An area of improvement and focus is to engage with underrepresented families to ensure families have the resources necessary to fully participate in the district community and discuss ways the district can support them more fully.|4|4|4|4|4|4|5|5|5|4|4|4|2021-11-16||2021 21654580000000|San Rafael City Elementary|3|San Rafael City Elementary District uses the YouthTruth “Family Survey” as a collection tool to measure family members’ perceptions about school community engagement in themes of engagement, relationships, culture, communication and feedback, resources, and school safety. This collection tool was implemented district-wide in March 2020. Due to the pandemic the response rate was impacted, and therefore, the data doesn’t reflect the majority of the school community members. The YouthTruth data reports represent feedback from 707 families (a 26% response rate), who reported they agree or strongly agree with the statements below: 85% of families feel informed about important decisions regarding their school and 84% report that their school communicates a clear direction for the future; 83% feel parent/family groups make meaningful contributions to their school; 81% of families feel empowered to play a meaningful role in decision making at their school; and 86% report parent/family members are included in planning school activities. San Rafael City Elementary supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. Community Liaisons and Newcomer Liaisons will support the increase of home visits to families in partnership with teachers as appropriate. Family Center staff will identify parent needs and provide education and training in key areas of need. Parents will receive communication regularly through bilingual Town Halls, emails, text messages, ParentSquare, videos, and other methods.|San Rafael City Elementary District uses the YouthTruth “Family Survey” as a collection tool to measure family members’ perceptions about school community engagement in themes of engagement, relationships, culture, communication and feedback, resources, and school safety. The YouthTruth data reported feedback from 707 families (a 26% response rate). This collection tool was implemented district-wide in March 2020. Due to the pandemic the response rate was impacted, and therefore, the data doesn’t reflect the majority of the school community members. Based on this feedback, 90% of families agree and strongly agree that their school is respectful to different races, ethnicities, genders, and backgrounds, 91% of families report that they agree and strongly agree that their school creates a friendly environment, 86% of families feel valued at their school, and 90% of families agree and strongly agree that teachers are responsive to concerns. San Rafael City Elementary provides the necessary resources to support student learning and builds a strong partnership between the school staff and their families. All schools will continue to provide more opportunities for parents/guardians to communicate and visit their child’s school, and continue to build partnerships with organizations such Parent Institute for Quality Education, Parent Services Project, Canal Alliance, the Family Literacy Center and others to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support and youth development, particularly to support the new wellness centers, including work with Huckleberry and Bay Areas Community Resources.|San Rafael City Elementary District uses the YouthTruth “Family Survey” as a collection tool to measure family members’ perceptions about school community engagement in themes of engagement, relationships, culture, communication and feedback, resources, and school safety. San Rafael City Elementary received feedback from 707 family members (a 26% response rate). This collection tool was implemented district-wide in March 2020. Due to the pandemic the response rate was impacted, and therefore, the data doesn’t reflect the majority of the school community members. Ratings are on a 1-5 scale: 1 (strongly disagree), 2(disagree), 3(neither agree or disagree), 4(agree), and 5(strongly agree). San Rafael City Elementary schools provide a welcoming environment with staff that values their parent community with emphasis on building trusting and respectful relationships. Relationships have the highest rating with 94%. Based on the YouthTruth data families feel respected and a culture of caring at their school site: 92% of families agree or strongly agree that teachers and students care for each other and 95% of families agree or strongly agree that teachers treat families with respect. San Rafael City Elementary will establish Newcomer Liaisons who are bilingual, bicultural parents to welcome new families to the school and encourage families to become engaged. Community Liaisons, Newcomer Liaisons, and Family Center staff will be provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information.|5|5|5|5|5|5|5|5|4|4|4|4|2021-10-11||2021 21654660000000|San Rafael City High|3|San Rafael City high schools provide resources to support student learning and continue to enhance building a strong partnership between the school staff and their families. San Rafael City High uses the YouthTruth “Family Survey'' as a collection tool to measure family members’ perceptions about school community engagement in themes of engagement, relationships, culture, communication and feedback, resources, and school safety. The YouthTruth data reported feedback from 399 families (a 15% response rate) that reported they agree or strongly agree with the statements below: 58% of families feel informed about important decisions regarding their school and 51% report that their school communicates a clear direction for the future; 63% feel parent/family groups make meaningful contributions to their school; 38% of families feel empowered to play a meaningful role in decision making at their school; and 56% report parent/family members are included in planning school activities. San Rafael City High will continue to provide parent training to empower leaders as advocates. Community Liaisons will continue to support building strong partnerships between the school staff and their families. San Rafael City High will establish Newcomer Liaisons who are bilingual, bicultural parents to welcome new families to the school and encourage them to become involved. Community Liaisons and Newcomer Liaisons will support the increase of home visits to families in partnership with teachers as appropriate. Family Center staff will identify parent needs and provide education and training in key areas of need. Community Liaisons, counselors, and community partners will meet regularly (Canal Alliance, Bay Area Community Resources, etc.) to coordinate outreach and support, particularly for newcomers. Parents will receive communication regularly through bilingual Town Halls, emails, text messages, ParentSquare, videos, and other methods.|San Rafael City High provides resources to support student learning and continue to enhance building a strong partnership between the school staff and their families. San Rafael City High District uses the YouthTruth “Family Survey'' as a collection tool to measure family members’ perceptions about school community engagement in themes of engagement, relationships, culture, communication and feedback, resources, and school safety. The YouthTruth data reported feedback from 399 families (a 15% response rate). This collection tool was implemented district-wide in March 2020. Due to the pandemic the response rate was impacted, and therefore, the data doesn’t reflect the majority of the school community members. SRCS values every member of our community and is committed to actively engaging parents, community organizations and the broader community to ensure the success of every student. In the theme of culture, families that agree or strongly agree, 78% feel the school is respectful of different races, ethnicities, genders, and backgrounds; 69% feel their school creates a friendly environment; 49% of families feel valued at their school; and 55% of families agree and strongly agree that teachers are responsive to concerns. San Rafael high schools continue to refine communication with parents/guardians and enhance building partnerships with families. School site counselors provide students individualized support with progress toward college and/or career goals. High school Advancement via Individual Determination (AVID) program does specific and targeted outreach to families through parent events, workshops, college visits, and progress monitoring. In middle school and high school, SRCS plans to enhance professional development opportunities around AVID strategies to implement in all classes. The Parent Institute for Quality Education (PIQE) offers educational workshops for first-generation college bound, Spanish-speaking families. San Rafael City High will continue to build partnerships with organizations such Parent Institute for Quality Education, Parent Services Project, Canal Alliance, the Family Literacy Center and others to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support and youth development, particularly to support the new wellness centers, including work with Huckleberry and Bay Areas Community Resources.|San Rafael City High District uses the YouthTruth “Family Survey'' as a collection tool to measure family members’ perceptions about school community engagement in themes of engagement, relationships, culture, communication and feedback, resources, and school safety. The YouthTruth data reported feedback from 399 families (a 15% response rate). This collection tool was implemented district-wide in March 2020. Due to the pandemic the response rate was impacted, and therefore, the data doesn’t reflect the majority of the school community members. San Rafael City High provides an environment that values supporting students in their progress towards building confidence, personal skills, strong work ethic, and encourages students to pursue their passions as well as provide an education that will prepare students to be successful in college. The results for relationships had the highest rating with 65%. Based on the Youth Truth data families feel a level of respect and a culture of caring at their school site: 62% of families agree or strongly agree that teachers and students care for each other and 71% of families agree or strongly agree that teachers treat families with respect. At a site level families are made to feel welcome through various informational and community-building events including: back-to-school nights, eighth-grade orientation night, college information nights, special parent education nights, concerts, plays, musicals, and other artistic and athletic performances. San Rafael City High will establish Newcomer Liaisons who are bilingual, bicultural parents to welcome new families to the school and encourage families to become engaged. Community Liaisons, Newcomer Liaisons, and Family Center staff will be provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information.|3|4|3|3|4|3|3|3|3|3|3|3|2021-10-11||2021 21654740000000|Sausalito Marin City|3|We have made tremendous growth in this area in our LEA. The development and implementation of a full service community school model has provided a great leap forward. While we still need to refine and expand our systems. We are on a positive trajectory. A focus area for improvement is regularly and publicly examining the engagement data we produce and continuing to recruit and diversify membership in our Parent School Alliance, DELAC, and LCAP Committees|Sausalito Marin City School District/Bayside MLK has become an innovator in this area, we have a community school director, partnerships with community agencies that are colocated on both campuses, to provide resources to families in need, and opened the first on line community school with the advent of the Marin County Cooperation Team. Families can access things like food, housing, and financial assistance, on line, via a mobile app, and in person on both campuses. With the adoption of Catapult Connect and Catapult CMS- all of our communications are sent out in English, Spanish, Arabic, Urdu, and Farsi and all of our web content is translated to all these languages. Outreach to all families, and particularly our new families continues to be an area of focus for us. DELAC, Parent School Alliance, our LCAP Committee, Principal Coffees are also other ways we seek input, along with surveys and town hall meetings. The formation of a Black Parent Engagement Group, a Latinx Parent Engagement Group, an Asian Pacific Islander Parent Engagement Group, and an Eastern Hemisphere Parent Engagement Group is how we will improve the engagement of underrepresented families. This is our focus area for improvement.|Sausalito Marin City School District/Bayside MLK has become an innovator in this area, we have a community school director, partnerships with community agencies that are colocated on both campuses, to provide resources to families in need, and opened the first on line community school with the advent of the Marin County Cooperation Team. Families can access things like food, housing, and financial assistance, on line, via a mobile app, and in person on both campuses. With the adoption of Catapult Connect and Catapult CMS- all of our communications are sent out in English, Spanish, Arabic, Urdu, and Farsi and all of our web content is translated to all these languages. Outreach to all families, and particularly our new families continues to be an area of focus for us. DELAC, Parent School Alliance, our LCAP Committee, Principal Coffees are also other ways we seek input, along with surveys and town hall meetings|3|3|3|3|3|3|3|3|3|3|3|3|2021-10-14||2021 21654820000000|Tamalpais Union High|3|The District has formed a Racial Justice Task Force which is comprised of a range of stakeholders. This body makes recommendations to the District on ways to improve in key areas, including community engagement. As a result of these efforts, the District is currently developing a Community Liaison position designed to improve collaboration among staff, students and parents.|The District has formed a Racial Justice Task Force which is comprised of a range of stakeholders. This body makes recommendations to the District on ways to improve in key areas, including community engagement. As a result of these efforts, the District is currently developing a Community Liaison position designed to improve collaboration among staff, students and parents.|The District has formed a Racial Justice Task Force which is comprised of a range of stakeholders. This body makes recommendations to the District on ways to improve in key areas, including community engagement. As a result of these efforts, the District is currently developing a Community Liaison position designed to improve collaboration among staff, students and parents.|3|3|3|3|3|2|4|4|4|3|3|3|2021-06-08||2021 21733610000000|Shoreline Unified|3|School sites have committees (Site Council, PTA, ELAC, Boosters) where school site staff and families are able to partner to evaluate, plan, and implement school programs and offer advice and make decisions. A focus are for improvement will be to coordinate those opportunities more effectively into a districtwide system, and to develop a vehicle for advisory input at the district level.|Again, our Success nights are an opportunity for families and educators to gather to discuss student progress and student outcomes. Additionally, our Family Advocates offer many opportunities for families to learn more about their rights and how to advocate for their students and all students. Furthermore, Family Advocates facilitate meetings and programs for teachers to discuss student progress with families, and for families to learn more about school academic and extra-curricular programs. Our focus areas for improvement include expanding our resources for 2-way communication to allow for direct communication between teachers and families regardless of home language, as well as to develop a structure for a district parent engagement committee.|Before COVID, SUSD established our Shoreline Success Nights to gather families and stakeholders to discuss student achievement data, as well as stakeholder perception data. The plan is to offer fall and spring Success Night programs to engage all stakeholders in these discussions. During COVID, we were forced to pivot and employ remote meetings and surveys to gather stakeholder and family input on the following topics: remote instruction, health and safety protocols, student wellness and social emotional health, planning for distance learning, and the return on campus instruction. Additionally, each school site did exhaustive individual outreach to families to support engagement and attendance during distance learning, and develop partnerships with all families, particularly those who needed the most support. Furthermore, digital tools such as Parent Square where implemented to support 2-way communication between families and educators. Our focus for improvement is to continue to identify effective strategies for 2-way communication, to return to hosting our Success nights, and to develop a parent engagement committee.|3|4|4|4|4|4|4|4|3|3|4|3|2021-10-21||2021 21750020000000|Ross Valley Elementary|3|Along with the administration of the biannual Healthy Kids Survey, parent input is regularly sought through a variety of informal formats. The superintendent and district/site administrators hold quarterly coffee chats at all school sites offering parents a chance to seek answers to any questions they have regarding their child’s educational experience. Sites host monthly parent club and school site council meetings. The district has a Superintendent’s Council composed of district staff and parent representatives from all sites. The Superintendent’s Council offers parents from different sites the opportunity to share concerns and participate in developing district priorities. DELAC meetings are held regularly and we are engaging in efforts to broaden participation. This year we will continue to work towards increasing the number of parents of underrepresented families who serve on site and district committees.|TK through fifth-grade families participate in intake conferences at the start of the year as well as parent-teacher conferences in the late fall. In middle school, staff regularly meets with parents and students to determine support plans for those with social-emotional or academic needs. All school sites offer multiple opportunities for parents to gain a deeper understanding of the curriculum as well as the behavioral and social-emotional supports available both in and out of school. Each site has a weekly newsletter which is sent via Parent Square so that the information is received in the students’ home language. We are continuing to work on finding ways to increase parent engagement from all student groups particularly those that are underrepresented.|The Ross Valley School District welcomes parents as valued partners in their child’s education. Parents connect to their child’s school experience through participation in conferences, Back-to-School-Night and Open House, Site Council and Parent Club meetings as well as a myriad of volunteer opportunities and special social events offered at each site. In 2020-21 the district created a Parent/Guardian Equity Task Force and, in partnership with this group, the district has written a Racial Equity Action Plan in order ensure that “all students feel a sense of belonging, are resected and celebrated for their individual differences, and are empowered to thrive socially emotionally, and academically.” (from the RVSD Racial Equity Mission Statement) A current goal is to increase participation in our DELAC.|4|4|4|3|4|4|4|3|4|4|3|3|2021-10-12||2021 22102230000000|Mariposa County Office of Education|3|All school sites run a School Site council and all of those required run ELAC meetings. Board meetings are held via zoom as well as in person so families have multiple ways to engage with the board. We are working to implement a parent program that allows for structured parent leadership that will address the goal of supporting and building capacity for parent leaders within our school communities. Parents also have a variety of opportunities to give feedback at the site and district level through parent meetings and surveys.|Within the last few years we implemented a week of half days towards the beginning of the school year to allow for time for parents to meet with the teachers of their K-8 students district wide. This has been successful. We also did a district wide training series so that all staff because Nurtured Heart Certified which allowed for them to gain ideas and skills regarding how we are communicating with parents and families. We will continue to work to improved engagement of our underrepresented families through the use of Language Line which has helped us to facilitate more frequent communication with families who may not speak English.|Our strength within parent relationships is that we are a very small community and people know one another. Our principals are very responsive to parent concerns and they have a desire to partner with parents. We are going to focus on increased visibility so that parents know exactly who they can contact with questions and we are also working on formalized programs that further invite parents in to the decision making process.|3|4|3|4|3|4|4|3|4|2|4|3|2021-10-14||2021 22655320000000|Mariposa County Unified|3|All school sites run a School Site council and all of those required run ELAC meetings. Board meetings are held via zoom as well as in person so families have multiple ways to engage with the board. We are working to implement a parent program that allows for structured parent leadership that will address the goal of supporting and building capacity for parent leaders within our school communities. Parents also have a variety of opportunities to give feedback at the site and district level through parent meetings and surveys.|Within the last few years we implemented a week of half days towards the beginning of the school year to allow for time for parents to meet with the teachers of their K-8 students district wide. This has been successful. We also did a district wide training series so that all staff because Nurtured Heart Certified which allowed for them to gain ideas and skills regarding how we are communicating with parents and families. We will continue to work to improved engagement of our underrepresented families through the use of Language Line which has helped us to facilitate more frequent communication with families who may not speak English.|Our strength within parent relationships is that we are a very small community and people know one another. Our principals are very responsive to parent concerns and they have a desire to partner with parents. We are going to focus on increased visibility so that parents know exactly who they can contact with questions and we are also working on formalized programs that further invite parents in to the decision making process.|3|4|3|4|3|4|4|3|4|2|4|3|2021-10-14||2021 23102310000000|Mendocino County Office of Education|3|We have created a robust system of communication the last year and 1/2 that includes multiple methods of two-way communication with our families, including phone, surveys, written, verbal, and texts.|We have created a robust system of communication the last year and 1/2 that includes multiple methods of two-way communication with our families, including phone, surveys, written, verbal, and texts.|We have created a robust system of communication the last year and 1/2 that includes multiple methods of two-way communication with our families, including phone, surveys, written, verbal, and texts.|4|4|4|4|4|4|4|4|3|3|2|3|2021-06-21||2021 23655400000000|Anderson Valley Unified|3|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs and School Site Council. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Board Meetings. Within all the activities above we will seek to improve the engagement of underrepresented families.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop. We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, online resources, Parent Square and weekly updates. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC.|We are developing the capacity of staff to build trusting and respectful relationships with families through Parent Square Communication, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by MTSS, and welcoming schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|4|4|3|4|3|4|5|3|4|3|4|2|2021-06-24||2021 23655570000000|Arena Union Elementary|3|At stakeholder meetings (i.e. DELAC, NAEAC, site council), parents/guardians are given an opportunity to recommend changes and improvements in the areas of academics and school culture. The district also encourages parent/teacher and parent/administration communication in order to understand parent/student needs outside of school. Lastly, the district's Outreach Team is used to contact those families whose students may be struggling to attend school regularly or to help families who may have basic need issues.|To promote parental/guardianship participation in programs for students and to increase student participation in ELA and Mathematics, Arena Elementary is committed to keeping below average class size numbers with the support of additional paraprofessionals. To address the performance gaps for the coming for the school year: We have a full time ELD Instructor to assist teachers with ELD instruction, support English Learners in the classroom and administer the ELPAC. We are also dedicating one Early Release Day (ERD) a month to ELD instruction and another to having Special Ed, Intervention Staff and General Education Staff to review student data, share instructional strategies, and establish goals for individual students. Staff will work closely with the Native American Liaison to improve student motivation and achievement. Parent conference week, teacher phone calls, emails, quarterly/trimester progress reports and the Academic Student Study Team are all means used by Arena Elementary to communicate and work together with families to improve overall student outcomes.|To promote parental/guardianship participation in programs for unduplicated students and to increase EL parental participation, the district will continue to foster regular communications with parents and the community. This will include stakeholder meetings, DELAC and NAEAC meetings, site newsletters in English and Spanish, One Call Now notifications system, Facebook notifications and occasional surveys. The site will maintain important community liaison positions and programs, including the Native American Liaison, ELAC/DELAC Coordinator, and Arena Tech Center created to meet the specific needs of parents of unduplicated student groups and students with special needs. Finally, Arena Elementary will hold Back To School Night, Parent Conference Week, Open House and Family Nights as a way to improve school engagement with parents and to showcase students work and progress in English Language Arts and Mathematics.|4|5|3|4|4|4|5|3|4|4|4|4|2021-06-23||2021 23655576116669|Pacific Community Charter|3|The school's Governance Council (GC) serves as the governing board and is comprised of 5-7 family representatives. These GC members actively participate in high level decision making and serve commissioner roles that allow for sitting on committees and in advisory groups. All families are always invited to participate in monthly GC meetings and become involved with committees of their choice/interest. Feedback is solicited from families via Family Forums and surveys when schoolwide policy decisions are being made. Information about policies is shared in twice monthly e-newsletters, as is relevant. Creating better opportunities for engagement and communication with underrepresented families is a priority. Launching a new student information system that includes texting features is one way to improve communication with all families, and in turn to increase engagement.|The Pacific School hosts student conferences and Family Forums throughout the year. Each of these are designed to encourage dialogue and identify areas where families and staff can work together to cultivate student success. These events were adapted for the 20.21 school year to account for COVID. Family Forums were virtual. Teachers were in regular communication with families via email and phone, reporting on student progress and finding individual solutions for challenges with at-home learning. The High School also uses Jupiter to provide regular (typically weekly) student progress reports to families.|The Pacific School is a family-invested school. All families sign an agreement at the beginning of the year committing to contributing a specified number of volunteer hours for the school year. This engagement allows families and staff to work together and support students in a multitude of ways, from fundraising to classroom support to program development. The small size of the school allows for individual relationship building throughout the year (and from year to year). Improving 2-way communication with Spanish speaking families is an opportunity for improvement. Plans to address any language barriers include working with bilingual staff and community partners, and translating more administrative materials into Spanish.|5|5|5|3|4|5|5|5|5|5|4|5|2021-10-06||2021 23655650000000|Fort Bragg Unified|3|FBUSD is excited to have our students back on our school campuses. Teachers, School Counselors, and Administrators are working diligently to support family engagement at school and district levels. This year, FBUSD has created a new position - Bilingual Family Liaison. We hired two bilingual community members to serve our Spanish-speaking families to help our families navigate our school system and support them with community and school connections.|FBUSD has designated parent conferences and parent nights for families to meet with their child's teachers. Newly implemented intervention programs are now in place to support greater student achievement. iReady diagnostics are used for English-Language Arts and Math in grades K-8 and these scores are shared with families during parent conferences. Each school principal reports student benchmark data to the FBUSD Board of Trustees three times annually. Student academic growth is measured over these three benchmark reporting periods.|FBUSD has created two Bilingual Family Liaison positions to bridge home to school support. FBUSD also has designated parent nights, back to school nights, parent conferences and other community events to support family engagement.|4|4|3|3|3|3|4|4|4|3|3|3|2021-10-21||2021 23655650123737|Three Rivers Charter|3|A major strength in this area is the high value that TRCS has for teacher voice and inclusion in decision making. Our teaching staff and administrator meet weekly and teachers provide input and help design and drive school programs, activities and family engagement strategies. The staff as a whole meets regularly to give input and design systems within the school together. Surveys for families, students and staff are an effective tool we use to gather stakeholder input. Opportunities to complete surveys have been online during the Covid 19 pandemic. An area for improvement that will better engage our underrepresented families as we emerge from distance and hybrid learning is to provide hard copies of surveys to increase participation and access to providing input for all stakeholders.|The partnership between parents, teachers and administration is a focus at our school. Families are central to the success of students at school and we provide opportunities for parents/guardians/caregivers to meet with teachers to discuss student progress regularly with mid-semester progress reports and report cards each semester (Parent Teacher Conferences). This has been done virtually and over the phone throughout the Covid 19 pandemic. Family members are regularly invited to contact teachers and the administrator in our bulletins and communications home. Many of our parents are actively involved in their student’s education, participate in school wide events and keep an open line of communication with the teachers and the administrator. Quarterly Parent Teacher Network (PTN) meetings are another opportunity for engagement. An area for improvement that we have identified through stakeholder surveys and conversations at the PTN is that we could provide more support to parents to help their students with school work. One way we will do this (once campus is open to visitors) is to open our Homework Club afterschool to parents to familiarize them with the curriculum and consult about how they can support their student with academic work. Spanish speaking staff will be available to translate and the invitation will be communicated in Spanish to improve engagement of EL families.|Engaging, involving and supporting our families is a strength of our small charter school. The 2020-21 school year presented new challenges as our campus was closed and students were learning remotely until April. We kept in close communication with families throughout the year though: weekly email bulletins from the teachers and administration to families, regular communication with parents/guardians/caregivers through phone, text and videoconference (Zoom) and quarterly meetings of the Parent Teacher Network on Zoom. Families came to campus bi weekly or monthly to exchange materials and meet with the teachers. Our Counselor continued to support students and families by reaching out over the phone, meeting on the phone and Zoom and in person outdoor visits. One area for improvement is to increase the number of families of our English Learner students that attend group meetings. One way we can do this is by translating more materials into Spanish that go home.|5|5|4|4|4|3|5|4|4|4|4|5|2021-10-11||2021 23655730000000|Manchester Union Elementary|3|We have a relatively large Site Council that is well represented by, and representative of, the school community. We continue to reflect on what we are doing and ways we can improve, though we are at a pretty high level, certainly compared to many larger districts. We regularly send home information about what we are doing at school and asking for parents input on all aspects of what we do at school. We talk to parents daily as they drop off and pick up their children, so we get a good sense of what our families know and want.|Our current strengths is our intimate setting which allows close relationships between teachers, staff and students, and which therefore makes it easier to connect with parents, who are all known personally be each teacher. We are actively soliciting for new board members specifically among parents and specifically among underrepresented families.|"There is regular posting of relevant school information on the school's website. Parents have an app that directly connects to our website. The LEA also regularly puts out ""push"" notifications to parents regarding happenings at school as well as urgent and emergency notifications. Parents are met at the school gate and are welcome at morning drop off time to communicate with any staff member. Covid-19 has kept the possibility of parent volunteers down, so that would be a focus of improvement as we strive to welcome parents actively back into the school and classrooms. We are looking for a bilingual instructional aide who could help be a bridge to underrepresented families."|4|4|4|3|3|3|4|4|5|5|4|4|2021-10-12||2021 23655810000000|Mendocino Unified|3|All families are always invited to participate on school and District committees, however, we need to do a better job of reaching out to personally invite underrepresented families. Principals, classroom teachers, and our social worker will work to have diverse representation on committees. When schools return to full-time, in-person instruction and it is safe to do so, we will continue to implement family engagement activities across the District.|Again, because of the COVID-19 pandemic, teachers worked collaboratively to create an engaging, relevant distance learning curriculum which included strategies for parents to use in their homes to support their children. We would like to continue to build on this success by finding and offering professional development in this area for teachers while also providing some parent trainings to give parents tools to use at home to support at-home learning. Once the District returns to full-time, in-person learning, we will continue to offer volunteer trainings for parents. These trainings provided important information for parents about procedures at school as well as positively advocating for their children. During this past year, the District worked with all families, but with underrepresented families in particular by providing meal delivery, Chromebooks, and internet access. We plan to build on these connections in the future by maintaining our full-time social worker and family engagement teams at the school sites.|Better and more frequent communication was perhaps a positive side effect of the COVID-19 pandemic. Administrators, teachers, and family engagement teams throughout the District had regular communication with students and families to insure proper supports were in place to provide the best opportunity for engagement. Most families in the District were contacted personally by a member of the administrative team to conduct surveys and to perform a basic check-in. We continue to maintain a full-time social worker in the District to connect with all families, but with low income and EL families in particular. We are translating documents into native languages more than ever and engaging with families in a much more personal way such as home visits and food deliveries to their door. Our Family Resource Center (FRC) continues to grow. During the 2020-2021 school year, the Family Resource Center connected in some way with 66 families. The FRC provides weekly food boxes, laundry services, counseling, shoe vouchers, grocery cash cards, and connections to community resources. We are hoping to improve communication with parents and with underrepresented families in particular by switching to a new platform called Parentsquare. Parentsquare allows staff to more easily personalize communication to specific groups or parents and students. We are also going to work hard to get better representation of families we don't typically have participate on school committees. Our principals continue to offer monthly opportunities for parent engagement through question and answer sessions and staff members hold parent information nights on hot, relevant topics.|5|5|4|4|3|4|4|3|4|4|4|4|2021-06-22||2021 23655990000000|Point Arena Joint Union High|3|We still suffer from low attendance at community meetings|We have some new teachers in important positions, in a small school, people are programs.|We have many new staff members and coming out of COVID we still need time to treat stronger relationships with families|3|3|4|4|3|3|3|3|3|3|3|3|2021-09-08||2021 23656070000000|Round Valley Unified|3|RVUSD believes that voice and choice is important in achieving the goals of the district. Each school has a school site council that meets once a month and they have a voice in what direction school Title I funding should be directed. Each school has staff meetings every Wednesday and staff have a lot of input on what needs to happen at each site. We have DLAC that reports to site council on the issues regarding the EL population. RVUSD needs to keep getting input from everyone to help make better choices for our students.|RVUSD is a small district so the staff does a good job communicating with families. This was especially important last year during Covid where information and decisions were made daily that required effective communication between all. Parents were notified of changes and of the ever changing protocols. RVUSD needs to continue to strengthen the communication between families so there are no communication gaps.|RVUSD has done a great job with communication and building relationships. RVUSD has family nights quarterly that brings the community together, there are quarterly attendance breakfast that are well attended by families. RVUSD has hired a lot of bilingual aides to help support our growing number of EL students. RVUSD has a new all call system that each individual teacher can communicate with their individual class regarding announcements and I think all this building of positive relationships has coincided with increased enrollment, improved attendance and a safe environment for staff and students.|5|5|5|4|4|4|5|4|4|4|4|4|2021-10-04||2021 23656072330272|Eel River Charter|3|ERCS has annual elections for 2-year terms on the Board of Directors. These positions are filled by parents and 1 community member-often a former parent. ERCS has a Site Council, comprised of parents representing all facets of the student body, especially students that qualify for Title I services. ERCS has a Native (Indian) Parent Committee that is responsible for over-seeing the goals and outcomes of the Title VI Indian Education Grant. All of these committees are available to interested parents each year and parents are encouraged to participate. The LCAP and Federal Addendum are discussed at the Site Council meeting and at a regularly scheduled public Board meeting. Encouraging parents, especially those with limited English communication skills, to participate in the meetings is more difficult. In a normal year, ERCS has made a LCAP goal to have at least 1 parent participation event each month and it has boosted parent participation and attendance at events. ERCS is improving its communication with the influx of Spanish speaking families through hiring of bilingual or partially bilingual staff, translation of documents, and translation services during meetings. During the COVID distance learning year, many school traditions the include family involvement were suspended. ERCS looks forward to getting back to a normal year and bringing back the enriching events that are the basis of the school’s foundation of parent participation.|In a normal year, ERCS implements open communication between teachers and families. Parent-Teacher conferences are held at least twice a year and as often as deemed necessary for the success of the students. Teachers often offer parents of struggling students extra materials or ideas for after school support such as tutoring. In a small school with limited staff and resources in a rural, impoverished area, communication in languages other than English is typically a weakness. ERCS is improving its communication with the influx of Spanish speaking families through hiring of bilingual or partially bilingual staff, translation of documents, and translation services during meetings. During COVID closure, communication was by telephone, text message, and on-line. Flash drives were utilized for daily lessons and extra support. The local area was plagued by lack of sustainable internet connections for school work and meetings.|The Eel River Charter School was started by parents for the community as an alternative choice in public education. Parent-School communication is a primary focus of the school mission statement: Working with families in community through holistic teaching to develop educated, responsible, compassionate people. ERCS is improving its communication with the influx of Spanish speaking families through translation of documents and translation services during meetings and other school events and performances.|5|4|4|3|2|3|3|3|4|3|3|3|2021-04-14||2021 23656150000000|Ukiah Unified|3|Ukiah USD has supported principals through training on facilitation of advisory groups, data analysis processes to aid with committee decision making, School Site Council training, and modeling of decision-making processes during Leadership meetings. Ukiah USD has also provided trainings to parents on how to be involved through School Site Council trainings, Migrant Education Parent Advisory Committee trainings, and engagement activities at the school sites, including coffee with the principal. In addition, through the Strategic Planning process, a variety of parent groups including the Parent Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Native American Parent Committee (Title VI), Equity Task Force and School Site Councils are consulted and provide input. A focus area for improvement is engaging more families in the planning, designing, and evaluating family engagement activities. School Site Councils, which include parents, teachers, and staff, will be evaluating their family engagement activities through the new School Plan for Student Achievement yearly, along with their Parent Involvement Policy and Compacts. The District will be evaluating parent engagement through the Strategic Planning process, and through the Parent Advisory Committee.|An area of strength, from the survey, is the improvement in communication to parents and that parents feel they are meaningfully engaged in their child’s education (79% favorable). A focus area for improvement is the time school activities, meetings, and conferences are scheduled. This was evident in the Ukiah USD Parent Survey where 28.5% of parents felt that inconvenient scheduling limits their participation in school activities, meetings, and conferences. This year we were able to have virtual meetings with parents that for many were more convenient and easier to attend. We will continue virtual meetings when appropriate and explore other ways to make participation more accessible for parents.|Ukiah USD has improved building relationships and communication with parents even though the scores have decreased from prior years. During the pandemic there was an increase in the frequency of communication from the District, schools, and teachers. The majority of parents felt communication was good or excellent. This is shown through the Ukiah USD Parent Survey questions regarding quality of communication (70% favorable) and knowing who to contact at school if they have a question or concern (79% favorable). A focus area for improvement for Ukiah USD is getting input from parents about concerns, interests and goals related to their child’s learning and environment (57% favorable). Ukiah USD has just adopted the new platform in Aeries Communication called Parent Square. This platform will allow us to improve our two-way communication between sites, teachers and parents. Training has occurred for administrators and office staff, and teacher training will be occurring in the fall.|4|4|3|5|4|4|4|3|4|3|4|4|2021-06-17||2021 23656150115055|River Oak Charter|3|ROCS is a strong community and parents serve on the charter council, parent council and education foundation, as well as sign up to be a Class Parent for grades K-8. The 20 plus years of this type of culture in our school is strong and critical to how our school functions. An area for improvement is engagement by families. Since the pandemic, it has been difficult to continue our traditions. Going forward, it is critical that we find alternate ways for all families to get involved, which could also mean offering multiple ways for support, rather than just classroom help, because our parents work during the school day. Included in this would be offering multiple ways for a community meeting such as zooming into a site event, notes sent out to all stakeholders after a meeting, as well as offering childcare if there is a parent night.|ROCS encourages professional development for teachers and the educational foundation provides tuition for teachers to improve school capacity in many areas, including partnering with families. The Waldorf approach sees families as an integral part of education, and so our school exceeds expectations in communication with, and support of the family and school connection. An area of growth for ROCS is to ensure documentation, the website, and all communications are consistently bilingual and this will improve the engagement of underrepresented families.|River Oak Charter School focuses on building family partnerships, student engagement, honoring the diversity in our community, and building the capacity of our staff. Teachers reach out to families monthly by providing family evenings, and families are encouraged to participate in their child's education through field trips, volunteering in classrooms, and participating in the governance of the school. Finding more effective ways to reach out and partner with underrepresented families in the community is an area for improvement. ROCS will do more outreach to underrepresented communities through community events such as offering bilingual story time, offering adult community education nights, and ensuring the website has bilingual content. These strategies can improve the engagement of underrepresented populations to consider our school as a safe place for learning. In addition, ROCS will focus on small group interventions with extra assistants hired, as well as targeted ELD support.|4|5|4|4|4|4|4|4|5|5|5|5|2021-10-18||2021 23656152330413|Redwood Academy of Ukiah|3|A primary strategy for soliciting parent input is the parent satisfaction survey, which is administered to parents every year in February or April along with quarter grade reports. The results are shared and reviewed by the School Site Council (which is comprised of parents, staff, and students) and Redwood Academy staff. The School Site Council then reviews, revises, and approves Title I Parent Involvement Policy annually as well as helps with the development of all plans pertaining to federal and state funds. The Title I Parent Involvement Policy is distributed to student families at the first Parent Advisory meeting of the school year and parents in attendance are encouraged to provide feedback which is then taken to the School Site Council. For families that are not in attendance, a copy of the policy is mailed home, to the extent practicable, in the family's home language. Parent Advisory meetings also serve as a forum for parent trainings and discussions on topics such as how to use the school's information system (PowerSchool) to support student progress, state standards and assessments, safety, academic resources, and LCAP needs, goals, and activities. Redwood Academy's LCAP process solicits stakeholder input in a variety of ways. Aside from seeking parent input at Parent Advisory meetings, the School Site Council also reviews LCAP goals, actions, and expenditures and provides input, along with the rest of the school staff and the Board of Directors (which is comprised entirely of parents and former parents). The Board of Directors oversees and approves all school-wide plans, including the LCAP, providing input. An area of focus would be to improve Parent Advisory attendance and input and parent satisfaction survey input from unrepresented groups in the school community.|All school staff receive two weeks of in-service training prior to the start of each school year. As part of that training time, the staff spends time assessing the school's needs and offerings, which includes assessing the ways in which staff can partner with our parents to provide students needed academic support as well as enrichment activities such as field trips. All staff are provided administrative support with parent/family communications. One area of focus is expanding our school communications whereby information reaches more parents in a format that is easily understandable and in the family's home language. In doing so, Redwood Academy aims to improve the engagement of underrepresented families.|Unfortunately, as a result of the pandemic, many engagement efforts were cancelled. In a typical year, events intended to facilitate parent involvement are the school-hosted Back to School BBQ, New Student Bonus Day, Open House, Parent Advisory, Family Fun Night, Demonstration Nights, and Promotion and Graduation Ceremony. These are all family-oriented activities at Redwood Academy whereby staff, students, and families are able to discuss student progress and get to know one another. The Back to School BBQ gives new and returning families the opportunity to meet their child’s teacher and other staff before school begins in an informal and fun way. New Student Bonus Day gives all new students the opportunity to meet their teachers, tour the campus and be familiarized with the lunch routines before the first day of school. In early fall, the Open House provides parents an opportunity to meet with their student's teachers and discuss student progress. Demonstration Night, held twice a year, gives students the opportunity to demonstrate what they have learned in class for their parents. It also gives parents the opportunity to informally check in with the teacher about their child’s progress at the end of the program. Family Fun Night is organized by the Academic Services Coordinator with the help of the senior class in an effort to bring families together for fun, safe activities. Family and friends of students are invited to attend. Redwood Academy, working with its sister school, holds two Family Fun Nights a year. Parent Advisory meetings are held three times a year with a fourth meeting dedicated specifically to helping the parents of seniors with the college financial aid process. Parents are informed of their legal rights and ways to advocate for their student by way of the Student-Family Handbook and other school informational mailings, such as the Title I Parent Policy. All parents receive a calendar prior to the beginning of school with all of the above school events on it. They also receive a reminder of all school events in the quarterly mailer. Mailings are sent, to the extent practicable, in the family's home language. Additionally, the staff posts the events on the website calendar and school Facebook page. One area of focus would be to provide more professional training on how to effectively and efficiently partner with families to ensure students' academic success, which would include improving the engagement of underrepresented families. According to the 2020-21 parent survey, 82% felt that their child had been successful during the school year, 91% felt that their child's classes were adequately preparing them for college, 87% felt that their child's efforts were valued, and 100% fled they could talk with staff about their child's needs. Anecdotal data suggests that parents appreciate the close relationships with staff and opportunities such as the College Program.|5|5|5|4|4|4|5|4|4|4|4|4|2021-06-29||2021 23656152330454|Accelerated Achievement Academy|3|Parents have many opportunities to provide feedback and engage with the school through School Site Council, Parent Advisory meeting, board meetings, and Showcase. There is limited participation in those opportunities.|The school provides many opportunities to engage with families on best ways to support students. The personnel required to sustain communication and partnerships is not always available.|The student and parent surveys consistently report high degrees of satisfaction with the relationships developed between students, families, and staff. The school can continue to improve communication to Spanish speaking parents.|5|5|5|4|4|4|5|4|4|4|4|4|2021-06-29||2021 23656156117386|Tree of Life Charter|3|Tree of Life continues to have two parent representatives on the board cabinet. Anyone is invited to apply for a two-year term. Invitations are sent through our Parent Square home/school communication platform. A vote is then held through Parent Square. Tree of Life also conducts two parent/guardian surveys to all parents at the end of each semester, one in January and one in May. During the 2020-21 school year, there were numerous surveys as the modes of instruction changed. The surveys seek to get input from parents/guardians about the school's strengths, suggestions for potential improvements, family needs for services, quality of distance learning, and goals for the school. The school chose the questions in its survey to align with the charter's vision and mission, which are the basis for the goals established for its Local Control and Accountability Plan. Parents are also invited at the beginning of the year to sign up for committees, including site, fundraising, or gardening committee. Parents can volunteer in many ways that fit their skills and time constraints. The focus area will be seeking input from underrepresented groups.|Our instructional staff have attended a Clifton Strengths training, remote workshops at MCOE on teaching remotely and brain development, and online workshops on trauma informed practices during the 2020-21 school year. Instructional and administrative staff communicated weekly (every Friday) with updates about the current situation with the pandemic and ideas on how to provide student support of learning at home. Each of the five conferences each year provides opportunity for discussions between parents, teachers, and students to improve student outcomes. Teachers and administrative staff meet with families to problem solve when a student is having difficulty academically, socially, or emotionally. Tree of Life also conducts two parent/guardian surveys to all parents at the end of each semester. The administrator compiles the data and gives the results to the staff and board. During IEP and 504 meetings, parent/guardian rights are given to parents/guardians. During conferences before school begins, parents/guardians are given a handout with information about mental health and community resources. It is also posted on Parent Square. The uniform complaint procedures and Title IX rights are in the family handbook, also given at conferences. A focus for the coming year will be to provide emotional support for families and a place to network and support each other.|Tree of Life provides multiple opportunities to engage in 2-way communication between families and educators. One of the ways the school does this is through Parent Square, a 21st Century school-home communication platform. It works, similar to other social media platforms that people are accustomed to using, so that Posts are made by staff or parent representatives and parents can respond or ask questions. The platform is available with instant Google translation for those non-native English-speaking families. We also have monthly Parent Council meetings (childcare provided) on Zoom where parents may come to have conversations with staff and other parents/guardians. Topics for these meetings can be requested by parents directly to parent representatives. Also, Tree of Life classroom teachers hold five conferences per year, including three guide-led and two student-led. The first conference allows time for the guide to ask about the child's interests, set goals, and ways that the family can contribute to the school. Tree of Life staff welcome families to share their culture and heritage with the school and classrooms. Our annual International Day celebration is another way families share their heritage at school with a multi-cultural potluck lunch and activities in each classroom on that day. Families are also invited to share during special group lessons, especially if it contributes to what the classes are already studying. An area of focus is building school-family relationships.|4|3|5|4|2|4|4|3|3|4|3|4|2021-10-27||2021 23656230000000|Willits Unified|3|WUSD invites parents, community members, and other stakeholders to meetings to discuss the implementation of district plans. Community members are also consulted for decisions that have a community impact.|WUSD is actively working to support families and make community connections. We have put key personnel into place to ensure family engagement is a top priority for the district.|We have hired two family liaisons. We are also recruiting for a Elementary School Therapist to support student and family relationships with the district.|4|3|3|3|3|3|4|3|3|3|3|3|2021-10-13||2021 23656230112300|La Vida Charter|3|La Vida is a small school with less than 100 students. Parent committees and groups have never worked out. Rather, open sessions on what ever needs to be decided on seems to work best. The end of year Parent Tea is an engaging event when ;what worked,' 'what didn't ' and 'what next 'are discussed. Every year the school implements ideas and suggestions that were made at the Parent Tea. For the LCAP parents said they enjoyed having a say in how some of the finances were spent. More frequent feedback sessions is an area to improve and getting the ELL families to participate is a worthy goal.|Through the independent study process, Teachers, Parents and Students sit together bi-weekly or monthly and review academic progress. Smart goals are woven in to the monthly discussions and assignments. Awards are given when goals are accomplished. Results of the diagnostic and two sessions of the formative MAP test which has a National Norm comparison are reviewed and discussed. The Benchmark Project Fair is a way for the whole community to come together and celebrate academic growth of all the students. 86% of the parents said they were comfortable talking to staff about their children. Even though this percentage is above our goal of 80%, greater comfort for the remaining 14% is something to focus on.|La Vida provides many opportunities for community building within the parent body through out the year as well as events with an academic focus. 22 Parent Institutes were held in the 2020-21 year. More institutes than usual occurred to help support parents through the pandemic. Parent satisfaction was at 94.5% based on the end of year survey. By introducing Parent Square, school to home communication improved tremendously. By the end of the year great strides were accomplished in supporting the English Language Learner families with deeply engaging conversations occurring through a translator. A focus area of growth is to engage every family through Parent Square which provides Spanish language translation on all communications.|4|5|4|4|4|4|4|3|3|3|4|4|2021-11-03||2021 23656230125658|Willits Elementary Charter|3|With the restrictions of covid, our regular participation of families has been limited. We had a good way of supporting family activities but it has now had to be revised because of limiting adults on campus. Instead, we are using the app Remind more, using videos, texts and other social media to stay in touch with parents. We would like to improve our social media communications and solicit more input from parents.|At all student meetings, we present parent and student rights and record the meeting to support students with parents. We share minutes of the meetings with participants, including teachers and parents. We regularly communicate with families about happenings in class and any issues or concerns. We would like to improve our communication this year because of the covid restrictions and not being able to be as informal with our contact as normal.|Our school has positive relationships with parents and we encourage families to contact us with questions and concerns. The director meets students and parents at the gate each morning and afternoon; teachers meet families at the gate in the afternoons. We send progress reports home, regular messages from teachers, and have multi-lingual newsletters and messages home. We have a food pantry to support parents and regularly include community information in our communications. We have videos, print, and texts to parents. We send home yearly surveys and we have times for parents to meet teachers and the director.|4|4|3|3|3|4|4|5|3|2|2|3|2021-10-12||2021 23656232330363|Willits Charter|3|We consult families primarily through surveys, although we also have a monthly parent meeting. In addition, we discuss parent engagement regularly at weekly staff meetings. We incorporate teachers, students, and parents in our decision making. Students regularly report at our Board meetings.|The charter school was founded by parents, and we have a long standing tradition of working closely with families at WCS. We schedule team meetings, 504 meetings, SSTs, and IEPs to address student supports. Teachers meet weekly across the curriculum to discuss the needs of students. We frequently send home reports of progress, and parents have online access to grades that can be viewed daily. We also send assessment reports home, such as MAP or CAASPP.|Willits Charter School has long been known to develop strong connections with students and their families. We welcome parents to give input in a variety of ways. We use a communication tool called Parentsquare to primarily communicate with families, and we also include onsite Parent Association meetings. Parentsquare automatically translated messages into foreign languages, and parents can choose what language they want to view. We have temporarily suspended parents volunteering on campus until the global pandemic is over. We have also temporarily suspended big events that will involve lots of people on campus. We have increased the amount of employees that are Spanish speakers on campus to assist our families.|4|5|4|3|4|4|4|5|4|4|4|5|2021-11-09||2021 23738660000000|Potter Valley Community Unified|3|Our LEA works directly with our District Advisory Committee and ELAC, which is composed of students, staff, administration, and community members. Our LEA regularly sent out surveys during the 2020-2021 school year to parents/guardians and students to gain feedback on learning, distance learning, COVID-19, the LCAP, and the ESSER III Expenditure Plan. In addition, the new administration has been asking for feedback from students and parents regarding the LEA. One focus area for improvement is communication. The LEA has been working on a communication plan, which envelopes the website, AERIES, email usage, social media, and mailings. The LEA is also working on increasing engagement with parents/guardians through the District Advisory Committee and ELAC. A strength of PVCUSD is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided. AERIES allows parents/guardians and students 24/7 access to grades, assignments, and attendance. The Academic Counselor consistently informs students and parents about college and career expectations. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the PVCUSD website. Parents of Students with Disabilities and English Learners are given regular notices of their legal rights. Parental rights are also covered in all IEPs and at our first annual ELAC meetings.|Our LEA works directly with our District Advisory Committee and ELAC, which is composed of students, staff, administration, and community members. Our LEA regularly sent out surveys during the 2020-2021 school year to parents/guardians and students to gain feedback on learning, distance learning, COVID-19, the LCAP, and the ESSER III Expenditure Plan. In addition, the new administration has been asking for feedback from students and parents regarding the LEA. One focus area for improvement is communication. The LEA has been working on a communication plan, which envelopes the website, AERIES, email usage, social media, and mailings. The LEA is also working on increasing engagement with parents/guardians through the District Advisory Committee and ELAC. A strength of PVCUSD is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided. AERIES allows parents/guardians and students 24/7 access to grades, assignments, and attendance. The Academic Counselor consistently informs students and parents about college and career expectations. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the PVCUSD website. Parents of Students with Disabilities and English Learners are given regular notices of their legal rights. Parental rights are also covered in all IEPs and at our first annual ELAC meetings.|The LEA strengths include: 1) staff who are willing to grow and seek out additional professional development opportunities, 2) Parents/guardians who are willing to invest in professional development for our staff, 3) community interest in seeing our student outcomes improve. Our LEA works directly with our District Advisory Committee and ELAC, which is composed of students, staff, administration, and community members. Our LEA regularly sent out surveys during the 2020-2021 school year to parents/guardians and students to gain feedback on learning, distance learning, COVID-19, the LCAP, and the ESSER III Expenditure Plan. Feedback has shown that parents are interested in providing increased support for staff to build their capacity in social, emotional strategies and to increase relationships with students and families. It is clear that our students are struggling with social and emotional issues as they came back from Distance/Hybrid learning. We have seen an increase in referrals to our counseling resources and an increase in behavioral referrals. The District is working to identify appropriate professional development opportunities for staff. Examples of upcoming Professional Development includes: • Expansion of Positive Behavioral Interventions and Supports (PBIS) • PD for staff on Trauma and Adversity • PD for staff on Safety and Belonging • PD for staff on Social and Emotional Learning Infused into Academics • PD for staff on Restorative Circles|4|4|4|4|4|3|4|4|4|4|4|4|2021-10-13||2021 23739160000000|Laytonville Unified|3|Current strengths and progress in this area: During the pandemic family involvement strategies shifted. Distance Learning required different strategies and approaches. The use of phone calls, emails and texts was much more prevalent and resulted in more ongoing communication. It was essential for parents to be a part of their children’s schooling as much of it was completed at home. Students were recognized virtually during board meetings for their accomplishments, honor banquets are held for students and their families. Schoolwide activities began to resume in the spring of 2021. SST meetings increased this year and helped as a venue for clear communication with families. Focus area for improvement, including how the LEA will improve the engagement of underrepresented families: Build capacity of supporting principals, staff and family member to effectively engage in advisory groups by doing more outreach for members of Site Councils and the District Advisory Committee. Hiring Parent/Family Liaison’s to focus on our underrepresented populations: Hispanic and Native American. Use counseling staff to create more opportunities for family engagement and create more schoolwide activities. Improve website and communications through technology. Opportunities are available for the community, and employees of the district, to be involved with guiding decisions. However, the community is not always aware of these opportunities. As a district, we need to improve communication between school and the people of Laytonville.|Current strengths and progress in this area: Through implementation of MTSS new venues for providing parents information about available resources have been introduced. The schools have a strong connection with the community. Focus area for improvement, including how the LEA will improve the engagement of underrepresented families: Develop strategies for supporting families to understand and exercise their legal rights and advocate for their own students. Counselors and other school staff will focus on improving ongoing communication with families to ensure that they have full understanding of all aspects of their student’s education. More support in communicating with Spanish speaking families. Help families develop more accessible ways to help their children.|Current strengths and progress in this area: Staff who really care and want to develop positive relationships. Developing capacity of staff to build trusting relationships with families using technology while not being able to have families on campus. Continued working in positive behavior support and mentoring adults with students has helped with more engagement. Increased communication through phone calls and texts. Focus area for improvement, including how the LEA will improve the engagement of underrepresented families: Provide more opportunities for staff to learn about each family’s strengths, cultures, languages and goals for their children. Work with Native American Community and ELL families to have more venues to involve them in the school culture|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-24||2021 24102490000000|Merced County Office of Education|3|For Seeking Input for Decision Making, the LEA improved to Full Implementation for all four areas from Initial Implementation. The LEA provides all families with opportunities to provide input on policies and programs through School Site Councils and English Learner Advisory Committees. The LEA will continue to provide guidance on these parent committees to ensure that parents learn about the school’s academic progress, conduct needs assessments, and are involved in helping create plans to improve student achievement. School staff will be provided support to decrease barriers for families to increase their engagement. We believe the stakeholder's results this year reflected the many additional stakeholder opportunities this year due to the pandemic and additional plans that needed to be implemented, including surveys for distance learning, in-person learning, summer learning, and other topics that required staff and parents/family input.|In Building Partnerships for Student Outcomes, the LEA’s current strengths are supporting families to understand and exercise their legal rights to advocate for their child, providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families, and in providing families with information and resources to support student learning and development in the home. One area that the LEA will focus for improvement this year is in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Resources and support will be identified with school staff to increase ways to reach out to and work with families as equal partners in their children’s education. The Leadership team will be updating staff descriptions and expectations to make improvements in this area.|In Building Relationships, creating a welcoming environment for all families at our campuses, and engaging in two-way communication between families and school staff using understandable language are current strengths for our LEA. The LEA made growth with school staff in developing their capacity to build trust and relationships with families. This would include learning more about each family’s strengths and their goals for their children. The implementation of a multi-language communication portal helped in these efforts. The LEA will improve engagement of underrepresented families by communicating effectively and often with families, inviting families to school events, and providing ways families can support their child’s learning at home. We will continue to improve in the area of supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by rebuilding relationships as students return to full time in person learning after this past school year of working through a pandemic.|4|4|3|4|4|4|3|4|4|4|4|4|2021-06-21||2021 24102490106518|Merced Scholars Charter|3|Parents of MSCS students have the opportunity to be a part of the decision making process by participating in the school’s Advisory Board/School Site Council. The Advisory Board/School Site Council serve the dual purpose of support the school’s decision making ability and in the formal decision making process for federal fund expenditures. The combined board and council are made up of staff, district personnel, parents, students, and community members that provide input into school policies, curriculum, and school activities. Students and parents can choose to be an active member on the board or merely attend meetings to stay abreast of any changes or updates to the school program. Parents are encouraged to serve on either the board/council and are duly elected by other parents. MSCS continues to reach out to parents of English learners and students with special needs as these two groups have been underrepresented in the past. Bilingual staff are present at each meeting to encourage Spanish speaking parents to attend and participate in such meetings. The administrator, the special education teacher, and other staff are working with parents of students with special needs to encourage them to attend and be a part of the decision making process. Additionally, the school continues to work on incorporating a process for planning, designing, implementing, and evaluating family engagement activities at the school. Currently, an informal process exists at the school administration level. A formalized process is still needed to help ensure students are participating in activities that will help them improve.|Parents are an integral part of the school program. Parents work closely with teaching staff to ensure students are completing their weekly assignments and progressing in their academics. Parents are encouraged to attend weekly personalized learning sessions with their children so they can better support students with their learning in the home. The school regularly encourages parents to know how to best support their child in their education academically and social/emotionally. However, parent participation varies from family to family based on circumstances. The school has made great strides in providing more resources to parents both at the school and in the community. The school must improve on educating parents, students, and staff on those community resources and access to such information. Through parent workshops and trainings, the school will provide information to families and educate staff on those resources to better serve the needs of students.|MSCS strives to provide a welcoming environment in which students and their families can feel safe and comfortable. The foundation of this lies in the development of positive relationships among staff, students, parents, and families. This includes the availability of multiple Spanish speaking staff that can communicate with the families whose primary language is Spanish. An area for additional improvement will focus on developing staff knowledge on the multitude of backgrounds that students bring to the learning environment, especially with English learners, foster youth, and low income students. Professional development will continue to provide staff a better foundation to work with students of various backgrounds.|4|4|3|4|3|3|4|3|3|3|3|3|2021-06-21||2021 24102490138032|Come Back Charter|3|CBCS students and their families have the opportunity to be a part of the decision making process by participating in the school’s Advisory Board. The Advisory Board is made up of staff, district personnel, students, and community members that provide input into school policies, curriculum, and school activities. Students and their families can choose to be an active member on the board or merely attend meetings to stay abreast of any changes or updates to the school program. These meetings will return to site in the next school year to encourage more participation, especially from underrepresented families. As we come out of this pandemic, students and their families will have the opportunity to engage with the school through school activities and workshops that encourage family participation. CBCS advisory meetings will incorporate a process for planning, designing, implementing, and evaluating family engagement activities at the school. By incorporating family input and formalizing the process, CBCS will help ensure students and their families are participating in activities that will help them improve.|As an independent study program, students work closely with teaching staff to ensure students are progressing both academically and in their career technical skills. To support students with maintaining a job or family commitments, CBCS staff provides flexible scheduling to allow students to work around these commitments. While the school allows a great deal of flexibility, students are still held to high expectations and time commitments when it comes to work completion and attendance. This is achieved by the relationship and partnership set up by the staff and students. Through orientation, students are made aware of their rights and options. Additional support has been provided with the development of a resource handbook recently developed by social worker interns. The pandemic put a stop to many of our planned school events, but as we begin to come out of this pandemic, more of those events will be provided. School family nights, job fairs, and workshops will provide students and their families information that can best support their learning and future careers.|CBCS serves adult students who often times have children and families of their own. As such, parent outreach is focused on engaging the student’s families in the school environment. The family may include the student’s parents, children, and other family members. CBCS provides a welcoming environment in which students and their families can feel safe and comfortable. The school focuses on the continual development of positive relationships among staff, students, and their families. Efforts continue to focus on helping staff to support adult student learning. Adults have different needs than that of typical K-12 students and the goal of the school is to provide staff the tools to support adult students from a multitude of backgrounds. CBCS has adopted a schoolwide communication platform to better keep students and their families informed with the latest school information. The school continues to develop and refine the school website to better serve our students, families, and the community.|4|4|4|4|4|3|4|4|3|3|3|3|2021-06-21||2021 24656310000000|Atwater Elementary|3|Atwater Elementary School District holds yearly training for administrators pertaining to school advisory groups in regards to parent outreach, advisory role training, and meeting requirements. Beginning in the 2019-20 school year, sites received specific training resources to help parents effectively participate and engage in advisory groups and the decision-making process. These materials were created in conjunction with and under the advisement of federal program monitoring staff to ensure appropriateness and compliance. All materials for advisory groups are provided in English and Spanish. These site level advisory groups are supported by our district level advisory groups, who collaborate about district-wide decisions in regards to the Local Control Accountability Plan and programs for English Learners. Community Outreach Coordinators as well as site administration work together to recruit parents for these groups and parents are made to feel welcome with refreshments and support for child care (when in person meetings are allowed). Particular attention is paid to ensuring that members of our English Learner Advisory Councils and our District English Learner Advisory Council are parents of English Learners, so that input and decisions reflect this underrepresented population. All parent advisory groups are encouraged to be active members in designing and implementing family engagement activities at the school and district levels. This is further supported by the redesign and implementation of each site's School and Family Compact and Parent Involvement Policy to ensure that parent engagement efforts and opportunities are current and up to date. In addition to parental advisory groups such as School Site Council, English Learner Advisory Council, and the Parent Teacher Organization, the district sends out a yearly electronic survey that solicits parent input on district policies and programs, as well as LCAP goals. Atwater Elementary demonstrates an overall strength in including parents in school activities, as evidenced by our substantial increase in parent engagement as measured through the LCAP in both the 2018-19 and 2019-20 school years. AESD continues to strive to help parents feel like key decision makers and active partners in their child's education, and efforts are made yearly to find ways to increase parental involvement. In the coming years, AESD will be providing more informational sessions to parents in topics that are relevant to the local community.|Every year, Atwater Elementary School District provides a form of training to assist and support teachers and principals in improving each school's ability to successfully partner with families. These trainings have included keynote speakers, partnerships and collaboration with experts in this area, and internal trainings focused on school and family partnerships in specific facets of school life (academic, extracurricular, etc.). Through the district's twice yearly parent teacher conferences, teachers provide parents with resources and supports to help them foster their child's learning and development at home. These calendared parent meetings are integral in maintaining a high level of parent/teacher communication to help ensure attainment of goals. Special populations are monitored through both parent conferences and their Individualized Education Plans, which help to craft goals for students in specific areas of need. In these meetings, all parents are provided a copy of the Notice of Procedural Safeguards for parents of students with disabilities and these parent rights are explained as needed in every meeting. Parents of foster and displaced youth meet with teachers and receive regular and active communication by each site's Community Outreach Coordinator to monitor student progress in all aspects of school life. The Community Outreach Coordinators also help families of these student populations understand the supports available and the safeguards provided in the school environment. Site principals also hold periodic parent information meetings on topics of interest that help them to understand their child's school expectations. Teachers provide parents with digital resources as well that allow students to access and continue their learning at home if parents are unable to assist them in their school work. The focus of the district this year is our English Learner population and all levels of supports for this population. Teachers have received and will continue to receive comprehensive professional development to serve students under this designation. The district also works to provide ways of attaining English proficiency for parents wishing to do so. Teachers will also receive trainings in the focus areas of mathematics and social emotional learning and the effects of trauma on youth. A focus area of improvement for Atwater Elementary continues to be to make strides in helping parents feel more empowered to support their child's learning and development at home. This will be done by exploring ways to build capacity in parents in their understanding of state academic standards and by providing accessible curricular supports to be used at home.|Atwater Elementary School District utilizes many resources to facilitate communication with our families and to build trusting and respectful relationships. To build capacity of staff, site and district leadership meet yearly to collaborate and share ideas regarding ways to foster staff/parent relationships. These ideas are then adapted and carried out with each site changing the strategy to fit their unique school culture. In years when public health guidelines allow, twice yearly all sites change their school schedules for a week to schedule parent conferences that allow for face to face communication between parents and teachers. These conferences also help teachers better understand their students, their strengths and challenges, their cultural background, and the family's goals for their child/children. The district sites also hold two campus wide parent outreach events, Back to School Night and Open House, to help welcome parents. For students with disabilities, special educators participate in twice yearly trainings that have a component focused on parent engagement. These parental engagement strategies are carried out during parent conferences and through the Individualized Education Process. For foster and displaced youth, the district supports Community Outreach Coordinators who receive yearly training on ways to welcome all parents, but in particular parents of unduplicated pupils, into the school environment. The Community Outreach Coordinators are there for help in navigating the school environment and work to provide parents and families with school and community resources. They also help parents become more familiar with the school through volunteer events and serve as direct mentors and advocates for foster and displaced youth. The district measures parental engagement through our AERIES data management system, and is exploring new metrics to specifically measure underrepresented families through this data collection method. The district's ParentSquare platform is a method of communication that allows the district and sites to communicate through phone message, text message, and email. The sites also support that communication with flyers and mailings. All communications are in English and Spanish, which are the two languages of majority in the district. For parents with unique language needs, the district has a partnership with a county organization that offers translation and interpretation services in our more uncommon languages. Further language support is found at our sites through bilingual interpreters and our Spanish Program Assistants housed at the district office. Areas of improvement for the district include more specific staff trainings on all aspects of family culture and in particular training on the effects of trauma and loss from factors found in the surrounding community and the effects of the COVID-19 pandemic. Some work has already been done in this area.|5|5|5|5|5|5|5|5|5|5|5|4|2021-06-22||2021 24656490000000|Ballico-Cressey Elementary|3|The District has many different ways Parents can participate and give feedback on their students' education and how the District implements activities, policies, and procedures. All Parents can comment and send direct messages through ParentSquare in their home language. Parents also are encouraged to send emails or call the school office with any questions, comments, or concerns. The District has placed protocols on their District Website for Parents to voice concerns about District Policies or Procedures. The District has a robust Parent Teacher Club that meets monthly that helps plans activities, supports the District as well as used as a forum for ideas and discussions. The District also gives Parents the opportunity to be a part of the DELAC and SLAC Committees. Parents and the community are also invited and welcomed to join Board Meetings hosted monthly in person or online through Zoom. The District is working on increasing its participation in its Parent Club and DELAC/SLAC Committees. The District is hoping that by offering other ways to join, like via zoom, as well as later times, and offering child care and even dinner - more parents will be able to attend.|Teachers and staff are \supported through Professional Development as well as staff collaboration throughout the entire school year. Currently, the Districts puts aside 4 full days for Professional Development and offers two days a month for whole school collaboration. The District also gives each learning cohort one day a trimester to work with their learning/grade level cohorts off-campus. Teachers also are given time each work to work with their grade level partner while their students go to PE. The District ensures that teacher contact information, parent resources, and important academic information is posted to the District Website. The District also pushes out timely information to Parents through ParentSquare in their home language. Each teacher has a Google Classroom and invites Parents/Guardians to be a part of the class so they can track what their student is doing in each content area. Parents are also given access to Aeries (our Student Information System) to track assignments and grades. Parents are encouraged to reach out to teachers as often as necessary through ParentSquare or email. Teachers hosts conferences twice a year and send home Progress Reports out every three weeks. A focus for the District is to have all parents connected through ParentSquare, Aeries, and Google Classroom. The District will be hosting a parent informational night to help connect parents and show them how to use the services. The night will offer translation services as well as child care.|The District currently provides communication tools for parents, staff, and administration to stay in contact. The school has upgraded its website and gives parents access to teachers' Google Classrooms as well as access to Aeries to keep track of their student's academic progress. The District also uses Parent Square to keep parents up to date and allow for two-way communication beyond email. ParentSquare allows parents to see posts in their home language as well as communicate in their home language with staff and administration. The District hosts two parent-teacher conferences each year. All paper communication is also sent both in English and Spanish. The District also has started hosting Parent Informational nights monthly to support parents and students around academics and with social-emotional and behavioral ideas. Meetings are offered in person as well as online through Zoom. Translation services, as well as child care, are offered at each meeting. A focus for the District is to have more parents participate in the Parent Teacher Club as well as being part of DELAC and SLAC School Committees. Currently, when we invite parents to give feedback or comment, our participation is not high. We are currently looking for ways to combine activities to increase participation.|4|4|4|5|4|4|4|3|4|4|4|4|2021-10-14||2021 24656496025381|Ballico-Cressey Community Charter|3|The District has many different ways Parents can participate and give feedback on their students' education and how the District implements activities, policies, and procedures. All Parents can comment and send direct messages through ParentSquare in their home language. Parents also are encouraged to send emails or call the school office with any questions, comments, or concerns. The District has placed protocols on their District Website for Parents to voice concerns about District Policies or Procedures. The District has a robust Parent Teacher Club that meets monthly that helps plans activities, supports the District as well as used as a forum for ideas and discussions. The District also gives Parents the opportunity to be a part of the DELAC and SLAC Committees. Parents and the community are also invited and welcomed to join Board Meetings hosted monthly in person or online through Zoom. The District is working on increasing its participation in its Parent Club and DELAC/SLAC Committees. The District is hoping that by offering other ways to join, like via zoom, as well as later times, and offering child care and even dinner - more parents will be able to attend.|Teachers and staff are \supported through Professional Development as well as staff collaboration throughout the entire school year. Currently, the Districts puts aside 4 full days for Professional Development and offers two days a month for whole school collaboration. The District also gives each learning cohort one day a trimester to work with their learning/grade level cohorts off-campus. Teachers also are given time each work to work with their grade level partner while their students go to PE. The District ensures that teacher contact information, parent resources, and important academic information is posted to the District Website. The District also pushes out timely information to Parents through ParentSquare in their home language. Each teacher has a Google Classroom and invites Parents/Guardians to be a part of the class so they can track what their student is doing in each content area. Parents are also given access to Aeries (our Student Information System) to track assignments and grades. Parents are encouraged to reach out to teachers as often as necessary through ParentSquare or email. Teachers hosts conferences twice a year and send home Progress Reports out every three weeks. A focus for the District is to have all parents connected through ParentSquare, Aeries, and Google Classroom. The District will be hosting a parent informational night to help connect parents and show them how to use the services. The night will offer translation services as well as child care.|The District currently provides communication tools for parents, staff, and administration to stay in contact. The school has upgraded its website and gives parents access to teachers' Google Classrooms as well as access to Aeries to keep track of their student's academic progress. The District also uses Parent Square to keep parents up to date and allow for two-way communication beyond email. ParentSquare allows parents to see posts in their home language as well as communicate in their home language with staff and administration. The District hosts two parent-teacher conferences each year. All paper communication is also sent both in English and Spanish. The District also has started hosting Parent Informational nights monthly to support parents and students around academics and with social-emotional and behavioral ideas. Meetings are offered in person as well as online through Zoom. Translation services, as well as child care, are offered at each meeting. A focus for the District is to have more parents participate in the Parent Teacher Club as well as being part of DELAC and SLAC School Committees. Currently, when we invite parents to give feedback or comment, our participation is not high. We are currently looking for ways to combine activities to increase participation.|4|4|4|5|4|4|4|3|4|4|4|4|2021-10-14||2021 24656800000000|El Nido Elementary|3|Families have the opportunity to plan, design, implement and evaluate engagement activities in a variety of methods including surveys, SSC, DELAC, family events, and open conversations with administration and staff. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level.|As a ongoing focus to engage parents, El Nido ESD continues to utilize our communication tool, Parent Square, to inform families of events, trainings, and resources. Additionally, teachers have significantly increased contact with parents with the implementation of Parent Square as it provides the ability to translate for staff. Family Nights served to engage families and provide opportunities to learn about a variety of content areas including reading, math, technology and science. EL Nido ESD is working on providing families with an the opportunity to participate in trainings in the aras self help, technology, and other education based trainings.|With the pandemic, communication between the schools and families has greatly expanded so as to ensure families are up to date with any changes. The increased communication enhanced our trusting relationship which then allowed for student's needs to be better met. As evidence of our commitment to family engagement, positive parent survey results indicate families feel welcomed on campus, are open to discuss their children with staff, have confidence in the district, and trust the district and staff in the education of their children. El Nido ESD is committed to engaging families. The district will continue to enhance in the area of culturally responsive teaching and communication.|5|5|4|4|5|5|5|4|5|4|5|5|2021-06-22||2021 24656980000000|Hilmar Unified|3|HUSD has a strong relationship with parents and community as is evident in the past through classroom volunteers, attendance at parent-student-teacher conferences, Back-to-School nights, Open Houses, parent meetings, sophomore-parent academic progress meetings, etc. The district has invested in professional development related to Positive Behavior Intervention and Supports and this year is focusing on re-engaging students and families to school. A focus will continue on building relationships between teachers and students, specifically Socio-Economically-Disadvantaged students. This continues as an area of focus since research and our own local data indicates students perform academically better when students and teachers share positive relationships.|HUSD has a strong partnership with parents. Due to the COVID-19 pandemic, opportunities for partnering with parents on campus were very limited this past year. As school resumes back to full in-person learning on campus, HUSD will strive to increase the two-way communication between the home and the school. Although in the past parents have indicated they are involved to the extent they want to be, HUSD will look at ways to re-engage parents to the school setting after COVID-19. A focus will be made to engage underrepresented families who have been especially impacted by the pandemic.|Hilmar USD has had a history of robust parent involvement and communication. The elementary schools traditionally encourage and provide opportunities for parents to volunteer in classrooms, regardless of language or cultural background, and many of the district's Dual Language Program classes rely on parents of the target language as a valuable resource and model for their students. Among the districts' elementary schools there is also good participation at parent-teacher conferences and back-to-school nights. In grades 6-12, there is good parent participation related to athletics, clubs, and social activities held at the school sites, with robust booster clubs for sports and agriculture programs. Through the implementation of Positive Behavior Intervention Supports (PBIS), the district has made building relationships with students and families a top priority, with the goal being the creation of welcoming school sites that are approachable and supportive. To this end, the district has made it a goal to hire, when possible, office staff, administrators, and teachers who are bilingual and, in some cases, trilingual. The district has also made a concerted effort to get parents enrolled and using ParentSquare, which allows for two-way communication in parents' language of choice and ease; and, as a result, the district has about 98% of its parents enrolled in ParentSquare (which has been a real benefit during COVID-19). In terms of a focus area for improvement, Hilmar USD realizes that COVID-19 has impacted its level of parent participation, and especially underrepresented parents, and as things return to normal, the district will focus on making concerted efforts to reengage parents, and especially underrepresented parents, back into classrooms. The district would also like to offer more workshops and classes for all parents, and especially underrepresented parents, covering a range of topics that meet parents' self-identified needs. Additionally, the district has determined that in an effort to make all of its school sites even more inclusive and welcoming, some sites will need some signage updates so that all signs at all schools are written in English and Spanish.|4|4|4|4|4|4|4|4|3|4|4|4|2021-06-25||2021 24657220000000|Le Grand Union Elementary|3|Families are given the opportunity to provide input at school more so than ever in the past two years. The under-represented families need to be encouraged to participate more. However, we think that many of these families are afraid to attend these opportunities at school. Some parents may not have an educational background and being on campus may intimidate them. The LEA team is very good about involving the families and community. Unfortunately, it is always the same parents. Is there an equitable way to require a set of hours per year that a parent must volunteer in their child’s classroom, special side classes, etc.?|The school is beginning the process of developing and implementing programs that will help to build better and stronger relationships between the schools and the families of the students. Implementing a program/ policies for teachers to meet with families to improve student outcomes needs to happen. Parents need to be more aware of the role they play in their child’s education. It must be a team effort. Many families are fully engaged, but there needs to be a way to reach those that are not yet understanding or may not be comfortable in the school environment.|All staff and parents have ParentSquare as a platform for correspondence. Improving parents’ awareness on how to use ParentSquare needs to be addressed. The LEA team does a great job of informing the community about issues pertaining to the district. An area for improvement might be to create classes for parents/ guardians to make themselves more aware of what students’ education involves. The classes should help parents feel comfortable enough to come into the classroom and work along side the teacher. There are many family members in our educational community who are knowledgeable and skilled in areas that would benefit our students.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-22||2021 24657300000000|Le Grand Union High|3|The school seeks input from families through surveys and meetings, a link to the survey is usually sent through ParentSquare. Since not all families use that platform, not all families are included. So, while all families are invited to participate, it is actually a small group of families that actually do so. Due to work schedules there are parents who are unable to participate. An area of improvement would find more ways to engage and encourage families to participate. All parents are invited to participate in our School Site Council and ELAC committee, and notifications are sent out before every meeting welcoming anyone who wants to attend. One way to encourage more participation might be to have these meetings in a location that is easier to access than our conference room, like the library in front of the school. Before the pandemic there was plenty of professional development.. Training in building relationships with parents would be a good thing.|The school does a good job of providing a welcoming environment. There could be more opportunities for families to engage in the students academics as well as social-emotional learning. Twice a year at parent/teacher night parents can meet their child's teachers and discuss his/her progress. Although the Canvas* parent app is available, many parents do not know how to use it. Progress report night might be the only time they get information about their child's grade. Another option could be ParentSquare messages, updating parents on their child's current grades. It is important to provide families with educational tools to support their child’s educational progress, but it is also important to provide training in the use of those tools. Administration and administrative assistants ensure families receive the appropriate information and support regarding their legal rights. Staff is very supportive of the parents needs.. The use of a Parent Advocate would be helpful.|Most school-to-parent communication is via ParentSquare and the number of participants is increasing. This platform allows communication between school, staff and teachers and our families. There are some concerns that some parents don’t have a computer in the home, or that they don’t know how to use ParentSquare. A focus on improvement might be to have family nights where parents can learn how to use tools like ParentSquare and Canvas As some teacher are not comfortable contacting parents at home, a growth area could be professional development on teacher outreach and best ways to communicate with parents. This year because of the pandemic, virtual parent meetings were held. This proved to be an effective tool in meeting with parents. Perhaps virtual meetings should continued to be offered. Additional, splitting the meetings into English and Spanish has resulted in more participation from parents. An improvement area for the district would be to encourage parents to attend and participate in meetings. It is noted that the success of this seems to rest solely on the teachers and staff. The challenge is getting the parents involved. Having a parent liaison has been great for the school. A better location for this service would be near the front of the school where parents would have easy access to these resources.|4|4|3|4|3|3|3|3|3|3|3|3|2021-06-23||2021 24657480000000|Livingston Union|3|DLA, DELAC and ELAC groups offer opportunities for parents to give input on site and district initiatives. Stakeholder meetings with representation from families, teachers, principals, district administration, certificated and classified staff are also held for input and feedback. Broad representation from underrepresented families continues to be a challenge and is an identified focus area for improvement.|Another strength of the district has been the focus on developing staff and engaging families to support and execute district goals. Professional learning opportunities are offered to both certificated and classified staff. In addition to strengthening home-to-school relationships, LUSD is forming a partnership with UC Merced for 4-H opportunities for students. Visual and performing arts will be offered to students for enrichment and to support and reinforce what is being learned in the classroom. Counselors are available for academic and emotional support and additional health aids have been hired to meet the medical needs of students. The district will also be implementing a tutoring program to mitigate identified gaps in learning.|Our diversity is our strength. Site cultural celebrations are held highlighting the various cultures in our student population. Multiple opportunities for 2 way communication through the Parent Square notification platform, parent conferences, email and phone calls are available to all families. These practices helped maintain school to family relationships during distance learning; however, relationship building continues to be an area of focus for the district. In response, each site is in the process of hiring a parent liaison to strengthen community outreach and home-to-school communications and improve the engagement of underrepresented families.|3|4|3|4|3|3|4|3|3|3|3|3|2021-06-17||2021 24657550000000|Los Banos Unified|3|LBUSD promotes parent and family engagement for all students. LBUSD's parent and family engagement policy spells out actions that LBUSD will take in order to encourage and facilitate the interaction between parents, families, and schools. The policy was jointly revised in the 2018-19 academic year by the LBUSD District Advisory Committee, which consists of LBUSD staff, parents and community members. The policy was approved by the LBUSD board of trustees in June 2019. The policy is distributed and reviewed by all school site councils at the beginning of each school year in a public SSC meeting. For parents with limited English proficiency, LBUSD uses a variety of strategies to engage, inform and support these families. Each month, LBUSD holds evening DELAC meetings. These meetings review dashboard indicators, inform parents of their rights, review the process by which parents can communicate with their child's school, and address a variety of educational topics as requested by the DELAC, such as the college application process, early childhood literacy, and NGSS. Since the vast majority of our DELAC parents speak Spanish, these meeting are held in Spanish with translation services provided for parents and community members who speak other languages. Translation services are provided at all district and site meetings as well as all special education meetings and meetings with migrant parents. As a focus area for improvement, LBUSD will provide training and support to school site councils to increase parent participation in the school decision making process. In addition, LBUSD will continue to hold LCAP information and review meetings at different school sites and throughout the Los Banos community in order to increase parent participation in developing the local control and accountability plan.|Each year, LBUSD provides training for site administrators regarding how to engage and support their school community. LBUSD administers a parent survey each year and the results are used by district and site administrators to identify needs and wants from the school community. The training is tailored to the needs expressed by parents and staff. Site administrators, in turn, support their staff in the same process. The training focuses on how to connect to, interact with, and collaborate with parents in the education of their children. As part of the LBUSD parent and family engagement policy, LBUSD provides assistance to parents and the community in understanding the California State Standards, the summative and formative assessments used, and any and all supports provided to assist students. This information is disseminated in formal district wide settings, such as Board meetings, District Advisory Council (DAC) meetings, DELAC meetings and community cafes. The community cafes are informal meetings that occur throughout the school year where district staff as well as invited presenters, share information on a variety of topics as requested by LBUSD parents and community. These topics are also covered at school site council meetings and school based parent information meetings and parent nights at each of the school sites. During the COVID-19 pandemic, the district held additional workshops and forums virtually through zoom in both English and Spanish. LBUSD administers a survey of parents from Hanover Research annually to inform the district of parent and family members perceptions of the district and drive LCAP development. Most responding parents reported being satisfied with their schools and school communication as well as the level of care and support their students receive at school. As a focus area for improvement, LBUSD will continue to provide training and frameworks to support staff in learning about our families' cultures, strengths, languages, and goals for their children.|LBUSD partnered with Parenting Partners to provide parents workshops and support. These workshops occur regularly throughout the school year for parents of elementary and secondary students. These workshops provide parents information regarding parent rights, how to communicate with schools, and how to support students who are struggling among other topics. LBUSD high schools partner with the University of California, Merced to offer parents the Parenting Empowerment Program (PEP). PEP is a partnership between UC Merced and LBUSD that offers parents 8-10 courses on a variety of topics including the college application process and FAFSA applications. Parents who graduate from the program then participate on a tour of colleges and universities throughout California to help parents better understand the opportunities afforded their students. These partner workshops and events occur in addition to the previously mentioned informational meetings held by the district. These events were impacted by the COVID-19 pandemic, but are expected to continue in the 2021-22 school year.|4|2|4|3|4|4|3|3|4|4|4|4|2021-06-17||2021 24657630000000|McSwain Union Elementary|3|Although interrupted by the COVID-19 Pandemic, the LEA's strengths in this area are again being progressively implemented and include seeking input for decision making with the following committees: -School Site Council -District English Language Advisory Committee -Parent Club The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee|"The LEA currently communicates with families in multiple ways and shows strengths in the following areas: -Daily use of student planners for 3rd-8th grade students -Written communication in English and Spanish -Dialers, emails and text messages in English and Spanish -School calendar on school website -English and Spanish-speaking office clerks -Monthly progress reports to 4th-8th grade parents -Parent/teacher conferences and report card nights each trimester -Monthly morning coffee meetings with parents of English Language Learners The LEA is working on ways to increase communication with underrepresented families and is implementing ""Abriendo Puertas."" This program will provide techniques to Spanish-speaking parents so they can prepare their children to start school and will be hosted by school staff."|Although interrupted by the COVID-19 Pandemic, the LEA's current strengths and progress in this area are again being progressively implemented and include the following: -Providing data-driven feedback to parents to inform them of their child(ren)'s academic progress -Offering extra tutorial programs for students based on academic needs -Offering student study team meetings to students whose progress concerns the classroom teacher and/or family -Providing translation services at all meetings held at school The LEA will improve the engagement of families, including underrepresented families, by: -Reaching out to families whose students are in need of academic or social-emotional supports -Including families in decision-making for their child(ren)'s educational needs|4|3|4|4|3|3|4|2|5|5|5|5|2021-06-08||2021 24657890000000|Merced Union High|3|Families and community group members are actively involved in School Site Councils, Booster Clubs, ELAC, DELAC and LCAP meetings at MUHSD. In the fall of 2019, parents/community members had opportunities to visit schools during the school day. Due to COVID, MUHSD was unable to continue this opportunity. However, due to the continually changing education landscape, MUHSD sites put on parent workshops and Facebook Lives to support parents in the distance learning process. MUHSD Community Liaisons at each site reach out and provide supports to underrepresented families.|"MUHSD set this board goal for 19-20: ""Focus on providing timely and accurate communication to families, staff and the community to promote all school and district activities consistently at all sites."" During the 2018-19 school year, MUHSD added a full time Director of Communications at the district level. The Director has created social media accounts on several platforms to add to the existing platform ""Parent Square"". The MUHSD board also adopted the California Family Engagement Framework to provide district-level structure to the varied parent/ community engagement activities occurring at each school site. The framework will allow schools to self-assess with the help of family stakeholders, and prioritize action steps for the future. Families and community group members are encouraged to be involved in sites' School Site Councils, Booster Clubs, Parenting classes and English Learner Advisory Committees, along with the District English Learner Advisory Committee and LCAP meetings at MUHSD. The district has developed a new, full-time position focusing on parent and family outreach. This position will continue to strengthen parent and family engagement throughout the district and each school site."|In the five years prior to the COVID-19 pandemic, an emphasis on innovation in teaching and learning had been building at MUHSD. During the inconsistencies of schooling with the COVID pandemic, MUHSD has acknowledged building relationships and supports as a top priority. Keynote speakers inspired certificated and classified staff members as they told stories of perseverance through hardship and shared strategies related to project-based learning, trauma-informed education, growth mindset, culturally responsive teaching, the 4Cs, Universal Design for Learning, and other student-centered topics, which became the focus of professional development and conversation among staff, students and administration as the district adapted to new ways of thinking about education. MUHSD continues to strengthen and improve on ways to receive parent input in decision-making and promote parental participation in education programs for students.|4|4|4|4|4|4|3|3|5|4|4|3|2021-08-11||2021 24658130000000|Plainsburg Union Elementary|3|PUESD worked with families, advisory groups and other community members in the past school yea by using ZOOM. ZOOM gave more families an opportunity to join and participate in school meetings. PUESD hosted meetings and at these virtual meetings parents and other stakeholders gave input and helped implement plans and ideas.|Throughout the COVID year 2020-2021 the PUESD staff faced a lot of challenges with connecting with some families that had children distant learning. PUESD had a process in place that involved teacher effort, office effort, and administrator effort for getting all students/families engaged with school. If the teacher did not get a response from a family, then the office will reach out, the admin would also reach out if needed, and our final step would be a visit if needed. We were lucky enough that we did not have to make any visits and that all students/ families connected with us when we needed them.|The staff of PUESD work and will continue to work hard in communication with families. PUESD strives to keep parents connected to school and school activities. PUESD will continue to use Parent Square to keep an active line of communication open to families|5|5|5|5|5|5|5|5|5|5|4|4|2021-06-21||2021 24658210000000|Planada Elementary|3|The creative use of technology has increased parent reach and engagement. The LEA does a great job in seeking input for decision making. Staff members feel included and heard. There is parent participation in multiple organizations While the LEA has several programs within the district to support and involve families in general, an area of improvement would be to engage under-represented families.|The LEA has strengths in providing professional staff development. The district remains focused on the “whole child” and addresses the academic, social and emotional needs of all students. Families are included in conversations regarding student performance: start of the year conferences, open house, back to school night, MTSS. etc. While the district does well in strengthening the relationship between school and home, there is always room for improvement. Families could be informed more about their legal rights and how to exercise them.|The LEA does an amazing job in building relationships with the community. Great effort is made to involve, communicate, support, and educate families served by our district. The staff and the leaders of the district are very visible and accessible. The pandemic might have made it difficult to engage with under-represented families who may have had connection issues for online events. An area for improvement might be in helping non-Hispanic families feel valued and engaged. The district predominantly serves Hispanic families and so the culture of the school strongly reflects and honors that. There are a few families who are non-Hispanic. These cultures may not be necessarily acknowledged. A focus area for improvement could be staff training on enculturation, supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. Such a program would help staff better understand the families within the district. Many teachers grew up and live within the community, which is a strength for the district. Those who are not as connected with the community have the greatest need for further involvement in this area. The LEA has been great at building relationships by communicating with families in a variety of ways including: ParentSquare messages, email, text messages, phone calls, parent meetings (in-person and virtual), as well as presenting workshops in teaching parents how to use the various tools available to them. The District does a lot of community outreach and engagement. During the Pandemic, the District did a great job of providing food and additional resources such as access to Vaccines and Rapid Testing. An area for improvement would be scheduling professional learning opportunities for parents. These opportunities were limited during COVID.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-30||2021 24658390000000|Snelling-Merced Falls Union Elementary|3|Due to COVID and Snelling School being a closed campus, meetings were limited and had very little participation the last year. Our goal this year to offer more readily available access to decision making processes.|Parents input from annual surveys are incorporated into our Local Control Accountability Plan. Also, our website provides a link to support anonymous reports of incidents at school so that full disclosure can be obtained for all families.|Snelling School requests annual surveys from Stakeholders for input regarding students overall well-being. Annual Public Hearings are held at regularly scheduled board meetings for Stakeholder input in local decision making. Teachers and families meet twice a year to discuss student achievement with a 95% success rate of attendance.|4|4|4|4|4|4|5|5|4|4|4|4|2021-10-14||2021 24658620000000|Weaver Union|3|Parent engagement and involvement has been enhanced by many actions including additional support staff, translation services, communication tools, mobile friendly website, and the development of an African American Parent Advisory Committee. Other committees that are critical to parent engagement are our ELAC and School Site Councils. Parents and families are asked to complete surveys annually as well as providing input for our LCAP through a variety of stakeholder meetings.|Our district has completed a 3-year comprehensive coordinated early intervening service plan and will continue many of the actions and activities within the plan. The district has also developed specific actions within the LCAP to support improving engagement with underrepresented families.|Our District has developed a strong PBIS program as well as implementing restorative practices within the school communities. The District has also hired Community Liaisons at each school site who support outreach to families. Our underrepresented families are supported by many resources and staff members including English Language Advisory Committees as well as our African American Parent Advisory Committee.|4|4|4|4|3|4|4|4|4|4|4|4|2021-10-13||2021 24658700000000|Winton|3|"Winton School District (WSD) seeks input from parents in the school’s and district’s decision making. Parents have the opportunity to attend the School Site Council/Site English Language Advisory Committees (SSC/SELAC). These meetings range from four to six per year base on the needs of the parents at each school. During the SSC/SELAC meetings, parents are informed of the schools events and the required state assessments. They have the opportunity to ask any questions/concerns they have about the school and provide input on school improvement. In addition, they play a vital role in the review and approval of the schools' site plan. Besides the site meetings, there is a District English Language Advisory Committee (DELAC) which meets four times during school year. At these meetings, parents are engaged with meaningful information on the upcoming state language assessment for English Learners and the California Data Dashboard. At the SSC/SELAC and DELAC, parents are involve in the Local Control and Accountability Plan (LCAP) stakeholder’s engagement process. Parents are welcome at all meetings of the local governing board. During the public hearing, the public is invited to address agenda items, to place matters on the agenda directly related to school business, and submit items within the subject matter jurisdiction of the Board of Trustees for future consideration. Also, individuals addressing the Board shall be limited to five minutes each with no more than twenty minutes per topic. The Board of Trustees will take no action at this time but may refer the issue for further consideration. WSD provides interpretation and translation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. At the beginning of each school’s Back to School Night, the principal along with an interpreter welcomes the parents and informs them of ways to participate at the school. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. All parent letter/notices/ flyers are sent home in English and Spanish. In addition, the WSD sends home automated phone, text, and email messages in both English and Spanish. The findings from the measure represent WSD's parent engagement and are consistent with WSD's LCAP Goal 3 which states, “Winton School District will provide a safe, welcoming, and well-maintained learning environment for students, families, and staff where there is a sense of school connectedness and a promotion of social, emotional, and academic growth of our students""."|"Winton School District (WSD) holds an annual meeting during Back to School Night which all parents/guardians of participating students are invited and encouraged to attend, in order to inform them of their school's participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. At this time, the Parent Involvement and Rights information are distributed to the parents and shared with them informing them of opportunities to participate in their child’s education. Also, during Back to School Nights, the classroom teachers provide parents/guardians with information about their students' class assignments, homework assignments, and classroom expectations and instructions. At the beginning of each school year, parents and students are given the “Responsible use of internet and technology resources contract for students and parents"" outlining the acceptable and unacceptable use of technology. At the middle school, parents have access to the AERIES Parent Portal to view students' grades/assessments/discipline. A document outlining the steps to set up and access the AERIES Parent Portal is available at the school site. School Administrators are also available to assist parents in this process. School Site Council/Site English Language Advisory Committee Meetings topics include an overview of the required state assessments (CAASPP and ELPAC Assessments) and how to read the Student Score Reports. WSD distributes a school-parent compact outlining the shared responsibility among the parents/guardians, the school, and the student. The compact is discussed as it relates to the students’ achievement between the students, teachers, and parents during Parent-teacher conferences held in the Fall. Teachers discuss the students' progress with parents/guardians. Parents and teachers do schedule additional conferences if determined. The WSD School Counseling Program expanded with two TK-5 School Counselors in the district. Each counselor was assigned to one school while they both share counseling responsibilities at one of the school sites. However, to provide equity in services, WSD plans to hire another school counselor. There is also a school counselor at the middle school (Grades 6-8). The School Counseling Program services are delivered individually, in small groups, classroom guidance curriculum, and school-wide activities. School Counselors provide academic, social-emotional, and career/college counseling. In addition to the services students receive, the school counselors also host Parent Information Nights. Topics discussed in the 2020-2021 school year are Distance Learning Tips, Suicide Prevention, District Reopening Plans, Coping with Grief & Loss, Family Game Night, College & Career Readiness, and a Wellness Night. A focus area for improvement is to provide families with information and resources to support student learning and development."|Winton School District (WSD) creates a welcoming environment for all families in the community. WSD posts posters/flyers in English and Spanish. There is at least one Spanish speaking staff in the office. Either on the counter or wall display, there are parent information resource materials for parents to access. WSD keeps its campus clean and safe. WSD provides two-way communication, in home languages, to share information and receive feedback in various settings such as the Local Control and Accountability Plan Stakeholders Engagement Meetings, School Site Council and Site English Language Advisory Council, Parent Meetings, and Coffee with the Counselors. Parents are invited and attend school performances and academic achievement awards assemblies. Child care is always provided during School Site Council Meetings and other parent involvement meetings. The most recent Parent Survey was conducted in 2019-2020 school year. The results showed that 83.77% of the parents who submitted the survey feel that the school is a welcoming place. WSD provides information about parent involvement opportunities through district, school, and/or class newsletters, the district's web site, and other written or electronic communications. The AERIES Communication autodialer sends home messages either in English or Spanish depending on the parents correspondence language preferred. To the extent practicable, provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English. WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. A focus area for improvement is to encourage staff to learn about each family's strengths, cultures, languages, and goals for their children.|4|4|3|5|3|3|4|3|4|4|4|4|2021-06-30||2021 24737260000000|Merced River Union Elementary|3|The district believes that parent/school collaboration is the key to success. The district does a great job of providing parents with a variety of opportunities to participate in district events such as the Back to School Night, Open House and other school-related events. Additionally, the district holds monthly district-sponsored breakfasts where it invites all parents to join them for breakfast. Due to these various community activities, parents are more engaged with the school. These unique opportunities open the doors for continued dialogue amongst the adults in the system as to how we can best work together to improve the overall setting of the school for all stakeholders. The district is a rural single school district and has merged its School Site Council, Local Control Accountability Plan and English Learner Advisory Committees into one unique body comprised of parents, teachers, and students. The LCAPC meets quarterly to review and update the various components of the LCAP for the year. These meetings are open to all stakeholders and give everyone the opportunity to provide feedback on the school's progress towards achieving its goals. The district intends to provide all stakeholders and families with a variety of school information nights in their language in order to include their voices in the decision-making process.|The district partnered with the Merced County Office of Education to support its implementation of Multi-Tiered Systems of Support to focus on Positive Behavior Interventions and Strategies to best support all students. This has led to a positive change with our families as we continue to reinforce the expectations with all families in order to create a more positive environment with our community's stakeholders. The district continues to find new ways to better communicate with parents. The district has also partnered with Building Healthy Communities to lead the way with the Participatory Budget Project for the coming year. The PB will allow the community and its stakeholders to have more of a voice in possible upcoming student-led projects. The district continues to host a variety of community events for all community members. The district holds annual parent-teacher conferences and will seek how we can have a parent-teacher conference event in the spring to meet with all families, specifically our underrepresented families, in order to monitor student progress across all curricular subjects.|The district is focused on providing all students with a rigorous academic program inclusive of the Visual and Performing Arts. The district has partnered with the Merced ARTree to provide all students with art lessons and music lessons. All of the artists provide a detailed lesson with connections to various cultures. The district will extend teacher's learning of the arts by providing them with professional development in the various arts so that they can integrate VAPA across the various curricular subjects. The partnership with the county has allowed the district the opportunity to have the various county experts in specific academic areas, ELD, and MTSS to best prepare our teachers with the demands of its curricular programs. As the district shifts towards more online programs and the integration of technology, we have also provided parents with access to these online programs and access to student progress through its student information system. The district will shift some of its efforts to better educate parents on the use of the student information system in order to provide up-to-date information on their children.|4|4|4|5|4|4|4|4|4|4|4|4|2021-06-14||2021 25102560000000|Modoc County Office of Education|3|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-14||2021 25658960000000|Surprise Valley Joint Unified|3|The LEA currently has active staff members, admin, and families to participate in advisory groups and decision making, however this is an area that we could alway improve on. Creating more communication with our stakeholders and ask for their feedback and input is important for developing priorities for our district. Our district works closely to provid engagement activities for school and families. We are continually evaluating how these activities benefit our students and families and how to do things differently. COVID has provided us recent challenges in offering activities for families, however we are still trying to provide as many activities as possible to the students.|This year has been very difficult to have professional learning opportunities for our staff due to COVID. The district has used the county office to help provide professional development in SEL, Trauma Informed Care, curriculum development, and any other area the LEA feels we need to grow professionally.|The LEA has a strong working relationship with amongst staff members and families. Communication with the families is extremely important and keeping our families informed is key to a successful relationship. Our school has a very welcoming environment for all students. Students and staff are very friendly and always willing to help out where there is a need. The LEA is working on devloping the culture of the school and teaching and learning to embrace the cultures/languages of all of our students and families.|4|4|3|4|3|3|4|4|4|4|4|4|2021-06-24||2021 25735850000000|Modoc Joint Unified|3|The District consistently goes the extra mile to support students and families. Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education. Many families shut the district out and do not want the level of involvement we provide. How we meet the needs of these families is a constant topic of conversation.|The District consistently goes the extra mile to support students and families. Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education. Many families shut the district out and do not want the level of involvement we provide. How we meet the needs of these families is a constant topic of conversation.|The District consistently goes the extra mile to support students and families. Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education. Many families shut the district out and do not want the level of involvement we provide. How we meet the needs of these families is a constant topic of conversation.|4|4|5|4|4|4|4|4|4|4|4|4|2021-06-08||2021 26102640000000|Mono County Office of Education|3|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. This year we had to implement these meetings differently with digital meeting software. We have very good, if not, 100% attendance at these events, which occur at least twice a year. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak two languages to help open lines of communication amongst many of our students' families. Throughout the 2020-21 school year, due to so many changes occurring during the pandemic, communication and planning process engagement with multiple departments within the county office, as well as among other community groups and students and families was greatly increased.|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. This year we had to implement these meetings differently with digital meeting software. We have very good, if not, 100% attendance at these events, which occur at least twice a year. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak two languages to help open lines of communication amongst many of our students' families. Throughout the 2020-21 school year, we were able to implement procedures and activities within our family night events as well as on a regular basis to better share our progress on our current Learning Continuity and Attendance plan and other efforts to ensure student engagement and progress during the pandemic.|Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. This year we had to implement these meetings differently with digital meeting software. We have very good, if not, 100% attendance at these events, which occur at least twice a year. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak two languages to help open lines of communication amongst many of our students' families. This year we offered more translation support to our teachers in their needs for communication with families.|5|5|4|4|4|4|5|4|4|4|4|5|2021-06-24||2021 26736680000000|Eastern Sierra Unified|3|PTO meetings, community forum meetings, LCAP meetings, and Board meetings are held throughout the year to gather input from families. ESUSD holds an 'open format' in several of our meetings to allow for any/all input from parents and the community. ESUSD could improve on more communication of such meetings.|ESUSD holds conferences twice per year for all students and parents to attend. ESUSD has also established an intervention program to reach the needs of all students (including underrepresented students). Parents are contacted regarding the program if their child has the need for academic intervention and their grades are discussed. The guidance counselor meets with families of students who are in grades 9-12 and are struggling academically on an as-needed basis. ESUSD can improve reminders for parents who don't attend such meetings.|ESUSD holds a variety of events for parental and community input such as Community Forums twice per year at each site, frequent PTO meetings, back to school events, sporting events, two community events per community annually, and regular/open Board meetings. ESUSD can improve engagement through more frequent event reminders.|4|5|4|5|4|4|5|5|5|4|5|4|2021-06-16||2021 27102720000000|Monterey County Office of Education|3|Alternative Education works diligently to engage all stakeholders to include: staff, students, parents, guardians, agency partners, community partners, and industry partners to gather input and drive the way resources are targeted to meet the unique needs of each student. Stakeholder engagement is facilitated through town hall meetings, parent:teacher conferences, the intake process, surveys, all staff meetings, Professional Learning Communities, and teacher lead conversations with students. The growth area we need to focus on is student and parent engagement and input, specifically related to school governance, through School Site Council.|Alternative Education maintains an extensive array of partnerships to include governmental agencies, local non-profits, and local industry partners. Partners work in collaboration with Alternative Education to ensure the needs of each student are met to include: basic needs, social-emotional support, enrichment, intervention, experiential learning, access to college courses, technical training, and paid work study opportunities. The biggest area for improvement is with our industry partners to ensure we are training students to meet the needs of potential employers and then placing students in career transitions.|Alternative Education is communicating with parents and guardians using text messaging via Parent Square, phone calls, and letters via US mail. All parents and students are invited to participate in School Site Council and encouraged to do so. Each semester all teachers hold parent:teacher conferences regarding each student's achievement. The area of growth for Alternative Education is to host social/informational gatherings for families at each school site and program on a semester basis.|4|4|4|4|4|4|4|4|4|4|4|4|2021-11-10||2021 27102720116491|Open Door Charter|3|Open Door Charter works diligently to engage all stakeholders, gather input and drive the way resources are targeted to meet the unique needs of each student. Stakeholders include staff, students, parents, guardians, agency partners, community partners, and industry partners. Stakeholder engagement is facilitated through town hall meetings, student/teacher conversations, meetings and conferences, the onboarding process, surveys, all staff meetings, and Professional Learning Communities. The growth area we need to focus on is student and parent engagement and input, specifically related to school governance, through School Site Council.|Open Door Charter maintains an extensive array of partnerships, including governmental agencies, local non-profits, and local industry partners. Partners work in collaboration with Open Door to ensure the needs of each student are met to include: basic needs, social-emotional support, enrichment, intervention, experiential learning, access to college courses, technical training, and paid work study opportunities. The biggest area for improvement is with our industry partners to ensure we are training students to meet the needs of potential employers and then placing students in career transitions.|Open Door Charter communicates with students, parents and guardians using text messaging, phone calls, and letters via US mail. All students, parents and guardians are invited and encouraged to participate in School Site Council. On a weekly and bi-weekly basis, teachers and students meet and review each student's achievement. The area of growth for Open Door Charter is to host social/informational gatherings for students and their families on a semester basis.|4|4|4|4|4|4|4|4|4|4|4|4|2021-11-10||2021 27102722730232|Monterey County Home Charter|3|MCHCS tracks the participation/attendance of parents at all school events, including the participation/attendance of parent representatives at MCHCS Charter Advisory Board (CAB) meetings. The composition of the MCHCS CAB includes three parent representatives (out of a total of 7 seats; the other members of the MCHCS CAB include three community representatives and one teacher representative); these parent representatives are elected by MCHCS parents. (The MCHCS CAB approves and/or recommends for approval many school initiatives, including academic programs, school policies, and fiscally-related items.)|MCHCS measures the participation by parents/guardians in MCHCS Parent Coffee Club meetings. The MCHCS Parent Coffee Club was established during the 2016-17 school year in an effort to facilitate parent communication with teachers, classified staff members, and school administrators. The group has proven to be an effective and fun method for communicating about (proposed) school initiatives, concerns, and ideas on how to improve the school. The group has grown in size since its inception, and we expect this trend to continue.|MCHCS tracks parent/guardian participation in/attendance at all MCHCS events (e.g., field trips, science fair, book fair, craft day, open house, spelling bee) MCHCS chose these selected measures because they represent the most pointed attempts taken to facilitate authentic parent engagement in: decision-making; providing feedback to (and sharing ideas with) teachers, support staff members, and administrators; and participating in school events. Progress on these measures is related to 2020-21 LCAP goals.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23||2021 27659610000000|Alisal Union|3|The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers.|The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers.|The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23||2021 27659790000000|Bradley Union Elementary|3|Bradley School currently seeks community input through Parent Surveys, School Site Council Meetings, and Parents' Club meetings. Parent Surveys are currently sent out once a year to compare year to year data, but starting in 2021-22 Parent Surveys will be sent out several times a year (beginning, mid , and end of year) in order to have more data driven decisions over the course of the school year. In order to best reach underrepresented families, materials will be translated into native languages and administration will reach out to these families individually several times a year to seek their input.|Bradley instructional staff and families communicate often with each other. Parents feel comfortable reaching out to teachers and teachers feel the same way. The newly adopted Leader in Me program will give teachers and families resources to support student learning and emotional development at home. Similarly, resuming in-person community events at school will also help build the families-teacher partnership. Bradley School will improve already strong, engagement with underrepresented families through consistent communication with these families.|Currently, the district consistently communicates with families through the Remind app. This allows the administration, office staff, teachers, and parents to communicate in mass messages or individual conversations through either text messages or emails. Families are comfortable with this method of communication and teachers like being able to electronically message families. Remind also allows messages to be translated in many different languages and then also back to English. This allows non-English speaking/reading families to be able to write messages in their native language and then for English speakers to be able to translate messages. One area of focus for the district is to track the participation/read rate of these messages and individually follow-up with families who do not receive/open the message. This will ensure that all families, perhaps the underrepresented families, are contacted with the most important communication from school.|4|4|3|4|3|2|4|4|4|4|4|4|2021-06-08||2021 27659870000000|Carmel Unified|3|Carmel Unified School district values and seeks out input from our parents to inform our decision making. We use parent input to help inform and guide our decision-making processes. CUSD actively seeks out parent participation on its many advisory groups in order to capture these important voices. CUSD advisory groups include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTO's and PTA's, Site LCAP Development Committees, and the District Parent Advisory Committee. The district employs the use of targeted surveys to seek input on a variety of topics including the development of the LCAP and other required state plans. CUSD’s Title I processes call for parent review and input on our family engagement practices and policy on an annual basis. With the addition of the new Director of Communications and Community Relations position, the district will be able to increase our collaboration between families, school staff, and district staff to further develop and sustain effective family engagement activities for the benefit of our students and community. CUSD will continue to be inclusive in our practices and will look for ways to increase participation and engagement from all of our district families including underrepresented ones.|Carmel Unified School District and its schools emphasize a culture focused on cultivating relationships with our families in a variety of ways. The district takes pride in fostering welcoming and inclusive environments at all of our sites. All sites are committed to establishing and building community partnerships between families, staff, and students. CUSD schools host a variety of community events. At these events families are welcomed to be a part of the greater school community. This community building is intentional. It helps to establish respectful and trusting relationships between families and staff. CUSD schools seek to effectively communicate with all families through a variety of means. The district and its schools use emails, letters, in-person meetings, town-halls, websites, phone calls or texts, and social media to communicate with its families. In order to foster better communication with families and to provide them resources and information, the district is creating a Director of Communications and Community Relations position. It is our intention that this will help to cultivate improved partnerships with our families. We will continue to be inclusive in our practices and will look for ways to increase participation and engagement from all families including underrepresented ones.|Carmel Unified School District prides itself on developing partnerships with our families in order to foster positive student outcomes. In support of students, CUSD strives to be accessible and collaborative with our families. CUSD has worked to develop extensive opportunities for teachers, families, and students to meet and work together in order to support students and improve outcomes. Parent, student, teacher conferences are provided multiple times during the year, including drop-in evening conferences at some sites. When needed, the district provides interpreters for these meetings. As student needs increase, so do the opportunities for meeting those needs through face-to-face interactions. Student Study Team meetings, Individual Education Plan meetings, and Section 504 meetings are held as needed and on a regular basis. Families have open access at the sites to meet with staff in a less formal context as well. CUSD holds events like Back-to-School Nights and Open Houses. These larger scale events are another way to connect families with their children’s teachers. These interactions often lead to dialogue or more formal discussions to support the needs of individual students. CUSD has a variety of practices and tools in place to help provide families with information and resources to help support student learning at home. Every Friday our Principals send out their Friday letters to all families. These communications keep our families informed about all the goings on at the sites both in and out of the classroom. In support of families at home, the district provides access to the online gradebook and teachers provide access to their Google Classroom and webpages; including resource links and suggestions to support their content. CUSD has one-to-one Chromebook access from TK-12th grade. This was expanded during COVID from 3rd-12th grade. CUSD supports families to understand their legal rights starting with the issuance of their annual notification of rights. Parent rights are also provided for all IEP and 504 meetings. CUSD uniform complaint procedures are posted and accessible, and the district schools use communications to inform parents of opt out rights where applicable. The district saw the need to increase two-way communication with families and has begun to roll out the Parent Square communications application to help in this capacity. In order to improve communication across the district, CUSD is developing a Director of Communications and Community Relations position. This position will include outreach and engagement to our Spanish speaking families as a part of its function.|4|4|4|4|2|4|5|4|3|4|3|2|2021-06-23||2021 27659950000000|Chualar Union|3|Chualar Unified School District prides itself in having an active and involved community. Our teachers and administrators seek the expertise of our partners at the Monterey County Office of Education who provide ongoing trainings. These trainings include tools and strategies to disaggregate data and reports to therefore deliver comprehensive information and results to parents and community members. One measure Chualar has used successfully for years is promoting and encouraging parent involvement through our various committees formed to address the unified goals in our Local Control and Accountability Plan. To ensure that a diverse group of parents are able to be involved in the decision making process our committees meet in the evening hours of the days, are always provided translation services, and in some cases child-care for their children. Committees such as School Site Council, English Learner Advisory Committee, Parent-Teacher Committee, teachers, and administration. Further parent involvement and input is encouraged at our Open House nights, Parent Teacher Conferences, Board Meetings, etc. Such meetings are translated by a translator. The community plays a vital role in the success of Chualar Elementary School through their strong community representation. By forming committees and having stakeholder involvement we ensure that the goals set forth by our School Board for the Local Control & Accountability Plan are met with a high level of standards through the many levels of scrutiny. Chualar Union School District continues building stronger connection channels with parents through REMIND, our school communication system.|One of Chualar Union School District’s cultural strengths are the annual seasonal carnivals, parades, and other holiday events in which parents, teachers, students, school personnel, and the community respectfully come together to celebrate our cultural school-wide events. Due to COVID-19, some of these events are on hold until it is safe to resume. However, our Sports program is underway and will continue with seasonal sports. Students have the opportunity to play against other school teams and parents have the opportunity to come support their team. Currently, CUSD has adopted and sustained a modern communication system to better inform our stakeholders.|Chualar Union School District presents multiple opportunities year-round for parents and teachers to engage in their student's education through events such as; Back to School Night, Parent-Teacher conferences, Open House, Family Literacy Night, and Scholastics Book Fair among other events. Due to COVID-19, CUSD is currently limiting visitors. However, our school always welcomes parents to stop by the office or call the school to make an appointment with teachers and/or staff. Chualar Union School District continues its efforts on building stronger connection channels with parents by communicating through our school communication system; REMIND. We continue encouraging all parents to join the app as well as their class communication systems such as classDOJO, REMIND, Google Classroom, Seesaw, etc.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-27||2021 27660270000000|Graves Elementary|3|GESD has multiple opportunities for parents to provide input for decision making. The school has a PTC to provide input for a host of site level decisions. These various avenues bring more awareness and understanding to parents about their child, the importance of their child's education, and ways to get involved. GESD's small size allows for consistent communication and collaboration. An area of focus would be to increase the opportunities that families have for input and decision making.|The school reaches out to community organizations to assist in recognizing and dispersing information that our families would benefit from. Prior to the COVID-19 pandemic and restrictions, families were able to participate in school events throughout the year. Looking to the future as restrictions are lifted, we anticipate those activities resuming. GESD is strong in providing virtual meeting opportunities for parents to gain more information about their child. Virtual parent conferences allowed for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. GESD will continue to engage parents with additional opportunities for parent education to remain a priority. GESD continues the work in diversity, equity, and inclusion. Additionally, we need to create more opportunities for families to provide feedback for continuous improvement.|The school's small size allows teachers to provide each student with individual attention to ensure academic success. We strive to provide a safe, nurturing environment where the uniqueness of every student is recognized and respected. Graves School is dedicated to providing an educational foundation for all its students by creating a wonderful learning environment that fosters a love of learning that will last a lifetime. The staff, parents, Board members, and the community take great pride in preparing our students not only for academic excellence, but for nurturing personal, social, and intellectual growth. Consistent participation and input in board meetings, public hearings, PTC meetings, Back To School Night, Open House, dances, and festivals creates a collaborative relationship among all stakeholders. The LEA is working on creating better means of engaging with families who are underrepresented by having discussions about various cultures and languages. Planning classroom and site activities with parent input and participation.|4|4|4|4|2|4|4|4|4|4|4|4|2021-11-08||2021 27660350000000|Greenfield Union Elementary|3|GUSD believes in being stronger together in bringing in all stakeholders for decision making. Administrators and staff are provided with training every year to understand the different advisory groups needed on site to support all families. District Advisory Committee for migrant families focuses on understand the needs of our migrant families and provide resources. English learner advisory committee supports English learners. This advisory committee looks at our EL progress in the various subject areas. The District English Learner Advisory Committee focuses on district data and positive school trends. In addition, input was provided to continue with the English Learner Task Force for Administrators and staff. This will allow target interventions for English learners in the various domains of language acquisition. LCAP is also a place where stakeholder’s voice is greatly sought. Parents have a total of 7 opportunities to provide feedback for LCAP. These meetings provide detailed data to allow parents to make informed decisions. In addition, we have Parent Academies to support parents as partners. After every meeting, parents are encouraged to provide feedback. As a result of parent input, we partner with various organizations such as SVMH mobile clinic, Door to Hope playgroups, Harmony at Home divorce support, and domestic abuse counseling. We will continue to respond to stakeholder input.|Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community. The created surveys allow for parents to inquire about topics related to our school climate, academics, parent engagement, curricula, frameworks, arts integration, college and career readiness, all common core standards (Next Generation Science Standards, English/Language Arts and math standards, and the History/Social Science Framework), STEM education, Multi-Tiered Systems of Support, English Learner programs, supports and resources, and social-emotional learning. Survey results have allowed for our school sites to created individualized training opportunities in the areas that best fit the need of our parent community at the respective site. Site-based workshops have been developed by professional consultants and districtwide staff, and have engaged our parent community in understanding how to best prepare their child for college and career readiness. Administrators, Teachers, and Classified staff recruit parents on an individual basis and advertise routinely through social media apps, newsletters, personal phone calls, and regularly scheduled school events. At these events, attendance sheets are collected and evaluation forms are completed to ensure we are meeting the needs of our parents. To ensure the inclusion of all parents, each site provides translation in English, Spanish, and Triqui. This practice has increased our parent participation by site. On average, 50-75 parents attend each of our parent workshops per site throughout the school year. For district-wide events, parent participation has increased to 80-100 participants at each workshop over the past year. This priority three local indicator data and narrative was presented to our local school board and community in June 2019 and most recently on October 10, 2019. We will keep all stakeholders informed of progress on a quarterly basis.|GUSD truly believes that parents are important partners in education. To effectively enageg parents, each school site is provided a Family and Engagement Liasion for parent outreach. We constantly seek to understand the needs of the parents that we serve, demographics and cultural sensitivity towards families. We serve a population of families that only speak Triqui Mixteco and utilize interpreters to communicate. In addition, we have incorporated cultural events to become more familiar and celebrate the beautiful families and cultures that we serve. Special attention and resources are provided for families with unduplicated students. Families that fall under homeless or foster youth are provided with an intake meeting to determine how to best support that family. All of these actions are implemented on an ongoing basis to create a welcoming environment for families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-14||2021 27660500000000|King City Union|3|Parent surveys were expanded to include opportunities for feedback in both the fall and the spring. During the school closure of 2020/2021, parents had the ability to use the Chromebooks issued to each student to complete the survey's, however overall participation remained lower than previous years. The parent survey selected for administration addressed actions within goals 1 and 4 of the district LCAP, seeking to support parent engagement, input on decision making, and communication between the school sites, the district, the community, and parents. In addition to the parent survey, input from parents is solicited at school site and district wide participation opportunities such as LCAP Stakeholder meetings, School Site Council, Parent Teacher Organization, English Learner Advisory Committee, parent conferences, parent nights, and local governing board meetings.|The King City Union School District strives to build relationships with families and community at all levels. KCUSD's strengths are reflected in the increasing number of parents participating in School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee, Parent Teacher Organizations prior to COVID, however during the year of school closure participation decreased initially. With the availability of participation virtually via Zoom, participation increased for certain groups. Results of the annual parent survey indicate that the majority of parents feel welcome at school, the school provides a positive environment, and communicates well with parents. The inplementationi of Parent Square further increased school to home communication. The application available on all devices provides instant opportunities for communication in the parents preferred language.|KCUSD provides multiple opportunities for partnerships for student outcomes including School Site Council, Parent Teacher Organization, English Learner Advisory Committee, parent conferences, parent nights, and local governing board meetings. Additionally, each elementary school site has implemented opportunities for parent education to assist in understanding how to help their student at home and the district provides regular parent education opportunities focused specifically on mathematics and opportunities for learning English. Partnerships with community organizations that previously provided parent education events throughout the year prior to COVID will begin again with the return to in person instruction. Overall attendance at the variety of parent education events remains an area of focus for improvement, however the use of Zoom for virtual attendance due to COVID presented a new opportunity for parent engagement that resulted in an increase over participation levels of previous years.|3|4|3|3|2|3|4|3|3|3|3|3|2021-06-23||2021 27660680000000|South Monterey County Joint Union High|3|The onset of COVID-19 and the suspension of in-person instruction, posed significant challenges to seeking input for decision making. During school closures, the district and sites continued to offer parent and student engagement opportunities. Parent engagement was down significantly due to the needs to provide most of those supports remotely.|A success with building partnerships for student outcomes was the implementation of our tiered re-engagement strategies within our MTSS implementation. The district worked with Sun Street Center to support our students. We will continue to build these relationships through our 21-24 LCAP.|Most family outreach took place through phone calls and parent meetings through technology. Many of our families were unfamiliar with using Microsoft Teams or Zoom to attend meetings. The district began inviting parents to meetings through the student accounts so students would be able to assist their families. We will continue the use of EL Liaisons and Parent Liaisons to help with family outreach.|3|4|3|3|3|3|3|3|4|3|4|3|2021-06-23||2021 27660840000000|Mission Union Elementary|3|The school is working o inviting the representation of as many families as possible. Due to the nature of some of our parents they are unable to attend some events so we facilitate substitutes for those via zoom or other online programs and stay later in the evening to host them. We have translators who are able to communicate with the parents and the families who don't speak English. the school is very welcoming of other cultures and languages|The school is always working to enhance the communication with the parents and families. Surveys are always sent and open door policy is implemented for parents to be able to express their thoughts and their ideas. Volunteers are plenty and the school is slowly reintegrating them back in|The school has a very active PTO and a great communication with the community and the parents. The school provide many opportunities for the community to be involved in promoting the program at the school. The visual arts and music programs are very active and inviting for the community and families so are other programs like gardening and after school|4|5|5|5|5|5|5|5|4|5|5|5|2021-12-08||2021 27660920000000|Monterey Peninsula Unified|3|The Monterey Peninsula Unified School District has made significant progress in the engagement of families. In recent years, the district has developed and offered parenting classes districtwide, as well as maintained and encouraged participation at the school site English Learner Advisory Council and School Site Council, as well as districtwide District Advisory Council and District English Learner Advisory Committee. This year, the district has invested in a community and parent engagement coordinator to support in further enhancing and maximizing parent engagement. Regarding building capacity and supporting principals and staff to engage families in advisory groups and with decision-making and in building the capacity of and supporting family members to effectively engage in advisory groups in decision-making, the district is moving from initial Implementation with intentional innovation and capacity building. With the addition of the new community and family engagement coordinator, we anticipate moving to full implementation this year.|Since the March of 2020, the onset of the global pandemic, the Monterey Peninsula Unified School District has engaged in meaningful consultation with parents, students, certificated and classified staff and administrators. The district has engaged stakeholders in the following ways: - Districtwide Community Town Halls - Site-based Town Halls - Surveys - Cabinet Chat Town Halls with all staff - Regularly scheduled school site council meetings - English Learner Advisory Council - District English Learner Advisory Council During these multiple opportunities, stakeholders have shared with MPUSD the various barriers to learning that has helped inform the district’s development and planning for providing supplemental instruction and support to students, including those identified as needing academic, social-emotional, and other supports, including the provision of meals and snacks. The following highlights a summary of the stakeholder engagement process that is informing the meaningful consultation process of this document: Stakeholders include: parents, teachers, district and school site staff, administrators, students, community leaders, Monterey Bay Teachers Association, Classified School Employees Association (via general MPUSD meetings), District Advisory Committee, District English Learner Advisory Committee, SELPA, Board of Education member. Understanding that stakeholders are more likely to attend and provide engagement at their local school level, the district made a concerted effort to engage parents and staff during school-level School Site Council meetings as follows: School Site Council Meetings (Local Engagement) Specific to LCAP and ELO Engagement Crumpton 3/10/21 Del Rey Woods 3/4/21 Dual Language 4/20/21 Foothill 4/28/21 Highland 4/15/21 La Mesa 4/22/21 Marina Vista 3/16/21 Marshall 4/15/21 MLK:SOA 4/8/21 Monte Vista 4/14/21 Olson 3/9/21 Ord Terrace 4/20/21 Los Arboles Middle 4/17/21 Seaside Middle 4/26/21 Walter Colton 3/4/21 Central Coast 3/3/21 Marina HIgh 4/14/21 Monterey High 4/7/21 Seaside High 3/18/21 Specific LCAP/ELO Districtwide Engagement February 24: District Advisory Council and District English Learner Advisory Council April 28: Board of Education Retreat April 29: English @ 12 p.m.; Spanish @ 6:00 p.m. May 4: English @ 7 p.m. May 5: Spanish @ 7 a.m. May 13: MBTA @ 4 p.m. May 20: District Wide In-Person Engagement Moreover, the district held a special Board of Education Retreat to engage stakeholders in both this Expanded Learning Opportunities Grant Plan and the district’s 2021-2022 Local Control Accountability Plan on April 27. Feedback from middle and high school students have been solicited, as well, including from MPUSD’s student-led Equity Task Force during a meeting with the Superintendent. The district is also in its fourth year of utilizing ParentSquare, a two-way communication tool, that has increased communication, transparency and parent engagement, particularly with underrepresented families|The Monterey Peninsula Unified School District has made significant progress in the engagement of families in the past five years. In recent years, the district has developed and offered parenting classes districtwide, as well as maintained and encouraged participation at the school site level in the English Learner Advisory Council, School Site Council, and in the districtwide District Advisory Council and District English Learner Advisory Committee. This year, the district has invested in a community and parent engagement coordinator to support in further enhancing and maximizing parent engagement.|4|4|4|4|3|4|4|3|3|3|4|4|2021-06-22||2021 27660922730240|Learning for Life Charter|3|Most of our families have not taken the opportunities provided to engage in decision making. When we send out surveys regarding, for example, the Budget and LCAP, we get few responses. We formed a sit council earlier this year, but only 1 parent and 1 student expressed interest in joining. We have a WASC Midcycle visit pending during 2021-22, so we will need to form parent and student input groups. Three years ago, during our full self-study, more parents and students participated in our focus groups, surveys, and advisory groups. We will reform these groups this upcoming year, but we would like to have them work with us annually.|The centerpiece of our program for building partnerships is our frequent, 1:1 contact with families. Students and parents are provided the opportunity to meet with their supervising teacher at least once per week. Our counselors, social worker, tutors, education specialists, and other support staff are available to families every day. LFLCS has engaged in extensive training of all staff in trauma informed care, to improve our capacity to partner with families and to provide support to families in fostering students learning and development in the home. But the pandemic has made the delivery of this support more difficult while increasing the need of families for it. Therefore, we are planning on augmenting our systems to address these issues.|In order to maintain or build new relationships with our families, LFCLS has implemented multiple new methods of communications during the COVID-19 pandemic. To keep in touch with our students and their parents, each staff member now has portable digital devices and peripherals, plus a Google Voice number, allowing remote text and voice communications, in additional to their office-based email and phones. We have implemented mass email and text systems to communicate with all families. We have also greatly increased our use of video conferencing. We had this capacity before the pandemic closed our campus, but few families chose to take advantage of it. Now, every family has learned how to use it and it is a daily part of our outreach. With the waning of the pandemic, we want to expand our use of face-to-face setting to build relationships with families.|5|5|5|4|3|3|5|5|3|3|4|4|2021-06-24||2021 27660926118962|International School of Monterey|3|Since opening, involving families in ISM decision making has been a strength of our school as evidenced by the following: Per our charter, at least half the members of the ISM BOARD OF TRUSTEES must be parents. During 2020-2021, 7 of 11 trustees were parents of current students. As such, the trustees represent our families while also exercising their authority to make major decisions for the school. Each of the 8 scheduled BOARD MEETINGS each year serves as an opportunity for family members to provide input to the board during designated public comment times as well as direct participation in the action item discussions. The STRATEGIC ADVISORY TEAM guides an annual update of the ISM LCAP. The SAT comprises representatives of these stakeholder groups: families, teachers, non-teaching staff, administration, board, ISM Foundation, ISM Community Connection, and community partners. These representatives consider multiple data sources in proposing annual updates for board approval. This includes annual assessment of progress toward LCAP and California School Dashboard target outcomes that address all state and local priorities. ISM administers SURVEYS for students, parents, and staff near the end of the school year. These surveys target feedback regarding specific areas of the academic program and overall operations through questions about what stands out and what needs improvement. Weekly COFFEE WITH THE ADMIN sessions provide opportunity for parents to meet with the ISM director and other administrators for updates, questions, and answers. Specific topics change monthly; however, the overall focus always remains on providing each ISM student with a great school experience. In 2021, several of the coffees specifically invited input into the LCAP, family engagement, and Dashboard from attending parents. ISM invites parents to attend for the whole 45 minutes or to drop in for any part. The discussion is conducted in English with concurrent Spanish interpretation upon request. Because, under non-pandemic circumstances, ISM welcomes family presence in classrooms and on campus, extensive opportunity exists for INFORMAL INTERACTION among ISM trustees, administrators, staff, students, and parents. Within an atmosphere of continuous improvement, this results in extensive input regarding what is working and what might make ISM better. Though we see overall ISM community involvement in decision making as a significant strength, we recognize the need to increase involvement for specific subgroups including underrepresented students and families. Thus, our current focus for improvement in this area is to establish a Family Engagement Team built on the foundations of our current Climate, Culture, and Community Team, student support services, the ISM Community Connection, and other current groups and programs to further strengthen family involvement by articulating core beliefs about engagement and recommending related policy to the ISM Board of Trustees.|On the second critical dimension of family engagement identified in the CDE’s Toolkit—the connection of family engagement activities and efforts to student learning—ISM’s particular strengths include these programs and activities: ISM asks each family to contribute three FAMILY HOURS per month for the first student enrolled at ISM and one additional hour for each additional child. In response, families contribute 13,000-14,000 hours of service each year. Many of the volunteer activities, such as classroom support, Schoolwide Enrichment Model teaching, fieldtrip driving and chaperoning, and library support engage parents and grandparents directly in the learning process. ISM contracted with AmeriCorps for three years to provide a Volunteer Infrastructure Program (VIP) Fellow to further refine the matching of volunteer roles with parent interests. ISM releases students at 12:55 every Wednesday. The ISM staff then engages in a variety of PROFESSIONAL DEVELOPMENT AND PLANNING activities until 5:00pm. This includes trainings that increase the ability of teachers and the principal to increase their capacity to partner with families, recently including Multiple-Tiered Systems of Support (MTSS) and Implicit Bias trainings. ISM conducts formal CONFERENCES twice per year: teacher-led conferences in the fall, and student-led conferences in the spring. Beyond the formal, ISM has a clear open-door policy for families to access teachers and administrators to discuss any concerns and requests. ISM provides multiple ONLINE PLATFORMS where parents can see and track their students’ work. These include SeeSaw, a portfolio-management solution and ManageBac, a learning management and reporting platform specifically designed to support International Baccalaureate schools. Our focus area for improvement on this dimension is to go beyond our current standard of providing multiple opportunities for student and family input to inviting them to engage in advocacy for themselves and for all students, particularly for those with specific needs such as special education services, language learning support, and behavioral intervention. This will include both required and supplemental annual notices regarding student and parent rights, such as parents’ right to see their children’s student records.|As noted in our charter, we have built ISM on a foundation of open exchange within a culture of family involvement. “There is a pervasive sense throughout our community that the success of this endeavor stems from working toward common goals including funding and continuous school improvement.” Toward this end, we encourage communication and exchange of ideas among students, families, faculty, staff, and trustees as our major stakeholder groups, as well as various subgroups including underrepresented students and families. Thus, consistent with the guidelines for effective family engagement articulated in the Family Engagement Toolkit developed by the CDE, ISM has developed “an intentional and systemic partnership of educators, families, and community members… [who] share responsibility for a student’s preparation for school, work, and life…” [Weiss, Lopez & Rosenberg, 2010]. ISM stakeholders work to continuously strengthen the two critical dimensions of family engagement identified in the Toolkit. For the first of these—trusting relationships between educators and families—ISM’s particular strengths include these relationship-building activities: One ORIENTATION in spring for incoming kindergarten families, and another in late July for new grade 1-8 students and families. (These were converted to a single ongoing virtual orientation during the pandemic.) A July POOL PARTY for new families and a WELCOME COFFEE on the first day of school. Both of these are offered by the ISM Community Connection, an active group of parents committed to the ISM mission and community Individualized KINDERGARTEN READINESS ASSESSMENTS that include a parent input/learning component. Administrators and staff members WELCOMING students and families as they arrive in the morning and saying goodbye at the end of the school day; and teachers greeting students at classroom doors at the start of each school day. Emphasis on COMMUNITY BUILDING in each classroom during the first three weeks of school as part of ISM’s responsive classroom expectation. Completing IDENTITY-RELATED UNITS OF INQUIRY under the transdisciplinary theme of “Who We Are” in the IB Primary Years Programme and “Identities and Relationships” in the IB Middle Years Programme to learn about each family’s strengths, cultures, languages, goals, and much more. Implementation of the PARENTSQUARE platform to support regular two-way communication between school and home, including automatic translation into each family’s home language of choice. Our current focus for this dimension is to find ways to sensitively draw in families of underrepresented students so they continue to feel included in our school family as a whole while their unique voices and perspectives are better understood and acted upon. This includes ongoing efforts to fully understand barriers to connection such as meeting times and childcare.|4|4|3|4|3|4|5|3|4|3|3|3|2021-06-15||2021 27661340000000|Pacific Grove Unified|3|The district is actively reaching out personnally via email and phone calls to invite parents to attend important meetings to gather their feedback and input.|Pacific Grove USD believes in the parent-teacher relationship to improve and support student learning. With the use of google classroom and SeeSaw at the primary level, parents are aware of the classroom assignments with access to online curriculum to support their students at home. We are also providing a 24 hour-7 days a week online tutoring for all students at the Middle and High School level through Paper.|Areas of strength are we have expanded our communications to our community by using social media such as Facebook, Twitter, District Newsletters, Site Based Newsletters, virtual meeting options, all email communication is translated in the preferred language of familiies, and board meetings are now live online with options for parents to attend virtually and make public comments on agenda items as well as during the public comments portion of the board meeting.|4|5|3|4|4|4|4|4|4|3|4|4|2021-06-03||2021 27661420000000|Salinas City Elementary|3|A strength in the SCESD is providing families with increased opportunities to participate in stakeholder input meetings for new district initiatives and the Local Control Accountability Plan by integrating virtual stakeholder feedback meetings. During the 2020-2021 school year both in person and virtual stakeholder meetings were conducted so all families had opportunities to provide input. Results from the fall parent survey indicated that approximately 81% of respondents feel that they are a valued partner of SCESD schools. Approximately 84.71% of survey participants indicated that they always or usually participate in making decisions about their children’s education. Some of the stakeholder input meetings conducted included the following: The district held four district-wide, virtual town halls in English & Spanish. Attendees were parents, staff, and community members. Dates & Topics were the following: •March 4 & 18, 2021 - Instruction & Student engagement, School Program & Services Special Education •March 11 & 25, 2021 - Language Acquisition Programs, Parent Involvement, School Culture, and Climate & Safety Each one of the 14 schools in the district conducted LCAP stakeholder input meetings in English & Spanish from March 22- April 1, 2021. Information was presented and gathered from District English Learner Advisory Committee (DELAC) and from the Parent Advisory Committee (PAC) members in English & Spanish. Topics covered in each meeting: Instruction & Student engagement, School Program and Services, Special Education, Language Acquisition Programs, School Culture, Climate & Safety, and Parent Involvement was revisited as well. •DELAC Mtgs: March 24, 2021 & April 21, 2021 •PAC Mtg.: April 15, 202 LCAP District Leadership Team - was made up of 3-4 members from each bargaining unit, SETC and CSEA, school administrators (principals and vice principal) with representation from each school, district staff, all assistant superintendents, the superintendent, and parents. This leadership team gave input but also was responsible for analyzing and synthesizing all the data collected from all the district-wide town halls as well as the information from the school site meetings. The team met four times for two hours each time. •March 3, 2021 •March 15, 2021 •April 14, 2021 •May 12, 2021 A primary area for improvement and focus is to provide increased opportunities for school staff and families to work together to plan, design, implement and evaluate family engagement activities that are specifically designed to meet the needs of each school community. Another area for improvement is to increase stakeholder input participation for parents of students with disabilities by providing more opportunities to meet and collaborate with school and district staff about the IEP process.|A primary strength in the SCESD is the ability to create and maintain a network of community partnerships to support families. The need for social emotional support, food and clothing and computer technology training increased significantly during the pandemic period. Some partnerships included Loaves, Fishes and Computers, Food Bank for Monterey County, and a variety of community health and welfare agencies. The Food Bank for Monterey County provided food as needed for all families in the SCESD. Food was distributed to families in person from various school sites within the district. Social emotional support as well as computer training was conducted virtually. Some of the topics included: •Mindfulness •How to create a home learning environment •How to deal with stress •How to navigate through educational platforms to better support their children in the educational process •How to enhance communication with school staff with the use of ParentSquare •How to troubleshoot computer issues Another strength in the SCESD is the continued effort to provide opportunities for stakeholders to have input on district initiatives by providing a variety of virtual stakeholder input meetings as well as surveys during the pandemic period. Teams of stakeholders include the following: -DELAC -Parent Advisory Committee -LCAP Leadership An additional strength is the continued effort to ensure there is a Parent Coordinator at each of the 14 schools in the district. Parent Coordinators provide families with information and resources to support student learning and development in the home. According to fall parent survey results, approximately 80.54% of parents who completed the survey indicated that they always or usually feel that SCESD schools provide parents and or guardians with resources and training to promote parental involvement and student learning in the home. Parent Coordinators were trained regularly by district staff to provide family services that included: •Computer technology troubleshooting •Virtual and in person parent training sessions to learn district technology platforms such as ParentSquare, Google classroom, Clever •Extended Family Resource Center support with the distribution of food and clothing •Distribution of student and family computer technology devices •Connected with community agencies to provide virtual social emotional parent and health and wellness support •Site based family resource fair •Tier I and tier II support with student engagement logs •Cara Y Corazón, parent training •Parenting Partners •Latino Family Literature A focus area for improvement is to provide an increased number of parent training opportunities designed specifically for parents of students with disabilities to better understand the Individual Education Plan (IEP) process.|A primary strength that contributes to trusting and respectful relationships specifically during the pandemic period is continuously providing communication opportunities to families in the form of parent surveys, in person training and meetings, virtual parent workshops and collaboration events and through ParentSquare, an online communication tool. Results from the fall parent survey indicated that approximately 81% of respondents feel that they are a valued partner of SCESD schools. To meet the needs of families, the following resources were provided: •Technology devices, that included: -student chromebooks -hotspots to access wifi •Technology training opportunities to learn how to effectively use technology to support students with SCESD digital platforms. •Virtual opportunities to participate in Social Emotional support sessions •Opportunities to receive food and clothing •Fall parent survey •Spring survey for all stakeholders Another strength that contributes to safe and trusting relationships is providing each of the 14 schools in the district with a highly qualified Parent Coordinator who receives training by district staff in the following areas: •Interpersonal skills •Non-verbal communication skills •Verbal communication skills •Listening skills •Empathy •Emotional intelligence •Networking skills •Team-building skills Some of the services Parent Coordinators provide families included the following: •Computer technology troubleshooting •Virtual and in person parent training sessions to learn district technology platforms such as ParentSquare, Google classroom, Clever •Extended Family Resource Center support with the distribution of food and clothing •Distribution of student and family computer technology devices •Connected with community agencies to provide virtual social emotional parent and health and wellness support •Site based family resource fair •Tier I and tier II support with student engagement logs •Cara Y Corazón parent training •Parenting Partners •Virtual training sessions on how to set up effective student home learning environments A focus area for improvement is to provide an increased number of parent training opportunities designed specifically for parents of students with disabilities to acquire skills on how to better support their children to be successful at school and in the home environment.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-28||2021 27661590000000|Salinas Union High|3|SUHSD is supporting and building the capacity of personnel to engage families in advisory groups and with decision-making effectively. Administrators are trained annually on School Site Council, and they also receive support with Title I meetings. In addition, administrators are trained and updated on the LCAP to conduct their LCAP site community meetings effectively. The English Learner Specialists also receive support from the administrator overseeing the program during their monthly job alike meetings. Inclusively, any staff who leads advisory groups are trained and supported. Some of the advisory groups are Positive Behavioral Interventions and Supports, parent groups, LCAP District Parent Advisory, Book Adoption, and DELAC. SUSHD is building the capacity of family members and supporting them to engage in advisor groups and decision-making effectively. Interpretation is offered in order to increase the ability of Spanish-speaking parents to participate in committees. District also supports parents by providing childcare and having a flexible schedule for meetings. Parents are trained regarding parliamentary procedures and are offered instructional scaffolding strategies to communicate, learn, and engage in committees effectively. SUHSD is providing families with opportunities to provide input on policies and programs. Some of the policies that parents provide input on are the student handbook, cell phone policy, dress code policy, and a hotline number to report incidents. In addition, parents have the opportunity to provide input on programs when attending school meetings such as ELAC, DELAC, DAC, LCAP, PBIS, Safety, FFA, SSC, parent groups, class nights, and AP parent nights. Furthermore, parents can provide feedback through the Healthy Kids survey, LCAP survey, and parent workshop surveys. SUHSD will focus on finding a better electronic platform for parents to provide constant input. SUHSD provides opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. During weekly parent meetings, teachers, staff, and administrators are able to collaborate to design family engagement activities at their site. Advisory committees such as the LCAP, ELAC, DELAC, DAC evaluate and provide feedback to programs and parent engagement activities. In the same way, teachers and counselors provide input regarding workshop topics that should be offered to parents.|Salinas Union High School District (SUSHD) provides families with information and resources to support student learning at home. For example, parents are invited to district-wide educational workshops that focus on education, health, and parenting. Also, each school site offers a variety of parent workshops focused on increasing awareness: class nights, financial aid workshops, intervention meetings, A-G requirements, and promotion/graduation meetings. Likewise, parents whose students participate in specialized programs like AVID, Advanced Placement, or Future Farmers of America also have a variety of parent events and/or committees that may take part in. Furthermore, each site has a community liaison whose primary role is to outreach to parents. They conduct weekly parent meetings, which provide parents with tools to support their student’s education, needs, and future plans. During these meetings, Community Liaisons disseminate essential information that helps parents better understand their children’s education. In addition, parents have the opportunity to meet, learn and receive resources from school personnel and community agencies. Other tools that parents are offered to support their children academically are Parent View App, textbook online parent guides, progress report grades, quarter and semester grades. SUHSD has implemented programs and policies for teachers and counselors to meet with families and support students’ academic needs and post-secondary plans. Teachers are expected to meet with parents at parent’s request, SST’s, IEP, and/or 504 plans meeting. Also, at the annual back-to-school nights’ parents are informed of class expectations, grading, course content, and how to communicate and collaborate with teachers to support their students. Also, parents can always communicate with teachers by email or phone. Furthermore, SUHSD supports families to understand and exercise their legal rights and advocate for their students. Parents are provided with their parent rights annually and can continue to find out about it on the district parent engagement webpage or student handbook. Additionally, parents have the opportunity to exercise their rights when participating in committees such as School Site Council, Title I, and LCAP meetings. Also, when they provide feedback during meetings or via surveys. SUSHD provides professional learning and support to teachers and principals to improve the school’s partnership with families. New SUHSD staff are offered information regarding parent engagement during orientation week. However, this support is not enough; therefore, SUHSD will improve by sharing research regarding parent engagement and educational gaps of underrepresented students such as migrants, English Learners, and students facing homelessness. The SUHSD will monitor academics, attendance, and behavioral data for underrepresented students.|Salinas Union High School (SUHSD) continues to develop the capacity of staff to build trusting and respectful relationships with families in a variety of ways. A priority is to make staff aware of the importance of parent engagement at their site at all levels and the opportunities we offer to families at the district level. Each school site has a Community Liaison, whose primary role is to connect families to the school and community resources. Community Liaisons work directly with their site principal and staff to engage parents in various activities at the site level. Community Liaisons organize weekly parent meetings at their affiliated sites where parents have the opportunity to meet and receive information from staff such as registrars, attendance personnel, counselors, and administrators. In these weekly meetings, the Community Liaison also invites guest speakers to provide families with resources and supports in various areas. Furthermore, counselors, intervention specialists, registrars, and community liaisons receive professional development in leading parent meetings or supporting families in difficult situations. Furthermore, SUHSD provides multiple opportunities for school sites to engage in two-way communication between families and staff. Some of the two-way communication between parents and staff happens during committees and parent group meetings such as weekly parent meetings, DELAC, ELAC, School Site Council, Positive Behavior Interventions, Support Committee, Safety Committee, site Cafecitos with the principal and the LCAP Parent Advisory Committee. In addition, parents communicate via surveys, emails, phone calls, and by using the Parent View application. All parent communication is provided to families in English and Spanish: surveys, emails, and phone calls. SUHSD continues to work on understanding and respecting students’ family culture. Yet, staff lack support to learn about each family’s strengths and cultures. The district can improve by providing staff with updates on site demographics to increase awareness of unrepresented students. It can also increase the opportunities for underrepresented families to be engaged by providing the resources to the students’ unique needs. Therefore, the SUHSD will continue to offer workshops to parents of students with Individualized Education Plan and Newcomer students to support and explain their rights while learning about their families’ strengths and struggles.|3|4|2|4|2|4|4|4|4|3|4|3|2021-06-22||2021 27661670000000|San Antonio Union Elementary|3|At SAUSD, we have frequent communication provided to our parents via all calls, emails, text message reminders, and newsletters. Various engagement opportunities have been provided to parents via PTO, school-wide committees (P.B.I.S., World of Work, School Site Council), and volunteering. Moving forward, we’ll continue to look for ways to engage parents on the importance of school-wide attendance, literacy, as well as other focus areas.|At SAUSD, we have frequent communication provided to our parents via all calls, emails, text message reminders, and newsletters. Various engagement opportunities have been provided to parents via PTO, school-wide committees (P.B.I.S., World of Work, School Site Council), and volunteering. Moving forward, we’ll continue to look for ways to engage parents on the importance of school-wide attendance, literacy, as well as other focus areas.|At SAUSD, we have frequent communication provided to our parents via all calls, emails, text message reminders, and newsletters. Various engagement opportunities have been provided to parents via PTO, school-wide committees (P.B.I.S., World of Work, School Site Council), and volunteering. Moving forward, we’ll continue to look for ways to engage parents on the importance of school-wide attendance, literacy, as well as other focus areas.|2|2|1|2|2|2|1|1|2|2|2|2|2021-06-08||2021 27661750000000|San Ardo Union Elementary|3|The pandemic proved problematic in having families involved in decision-making activities at the school over a computer screen. Parents were reluctant to participate and often times it was only 3-4 parents involved despite numerous phone calls and attempts at soliciting their input. The parent survey was also completed online this year and had a low response rate. Again, until parents and families can return in person it will continue to be difficult to have them involved in decision-making activities at the school.|Again, the pandemic proved problematic in building partnerships over a computer screen. Until families and parents can return to meet in person, particularly underrepresented families, it will continue to be difficult to engage them in partnerships. The District will continue to supply devices and internet capacity and attempt to engage families in partnerships.|The pandemic proved problematic in building relationships over a computer screen. Until parents and families are permitted back on campus to interact with staff members, computers and phones will be utilized. This will limit the amount of participation of families based on their comfort level with the technology. It also is prohibitive of establishing meaningful relationships.|4|4|4|3|3|3|4|2|3|3|3|3|2021-09-08||2021 27661830000000|San Lucas Union Elementary|3|LEA communicates with families through social media, schoolwide texting, and person-to-person communication at pick up and drop off times. Surveys suggest that families feel comfortable with their level of opportunity to communicate with the school. LEA is working on creating better means of engaging with families who are underrepresented due to lack of English speaking in the household combined with lack of availability during day time hours. One option currently being researched to improve engagement are soliciting donations to financially compensate families who may need to take time off from a day job to attend school activities designed to support families.|School reaches out to families at all times to inform them of multiple social services that would benefit them, including pet care support, financial support, mental wellness support, and parenting support. The school serves as a point of communication between various services and families, since the town is unincorporated and lacks a city hall. LEA is working on creating better means of engaging with families who are underrepresented due to lack of English speaking in the household combined with lack of availability during day time hours. One option currently being researched to improve engagement are soliciting donations to financially compensate families who may need to take time off from a day job to attend school activities designed to support families.|LEA's current strength is its small size, and ability to collaborate with entire community in established and familiar routines. LEA has established Parents Club and School Site Council, and events to which parents dependably attend (back to school night, open house, winter program, awards assemblies, sports games, and fall carnival). LEA is working on creating better means of engaging with families who are underrepresented due to lack of English speaking in the household combined with lack of availability during day time hours. One option currently being researched to improve engagement are soliciting donations to financially compensate families who may need to take time off from a day job to attend school activities designed to support families.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-12||2021 27661910000000|Santa Rita Union Elementary|3|"During the 2019-2020 school year, SRUSD increase parent engagement by hosting regular meetings in English and Spanish simultaneously. All students had a Chromebook at home and those who needed them, had district supplied ""hotspots"" for internet access. Parents could opt to attend either meeting, and any questions posed in either meeting was answered in both. Recognizing the increased access, SRUSD has ensured that every family has the ability to check out a Chromebook for home-use (with a hotspot if needed). SRUSD has also hired a full-time Director of Family and Community Engagement to develop and sustain strong Family Resource Centers."|SRUSD has made significant progress in the engagement of families in the past five years. In recent years, the district has developed and offered parenting classes districtwide, as well as developed and encouraged participation in the District Parent Action Committee. This year, the district is working with the Monterey County Office of Education to re-vitalize our School Site Councils/English Learner Advisory Committee and District English Learner Advisory Committee to further engage families that have traditionally felt underrepresented.|Building strong relationships was essential for student success during the school closures of the 2020-2021 school year. We continued to offer training and support to our staff, administrators, and family throughout the school year centered on engaging with families in the online environment. The district held regular Townhalls to inform and engage with families throughout the year. School sites held regular Cafecito meetings online and teachers meet with families regularly to ensure academic success and socio-emotional well-being. Our current area of focus is maintaining the positive momentum in engagement with regularity that we developed last school year.|3|3|3|4|3|4|4|4|3|3|3|3|2021-10-27||2021 27662250000000|Spreckels Union Elementary|3|"Although the district has done a good job in seeking input from stakeholders in general, as indicated in the lower rating of ""2"" on Item 3, work is still left to be done in better communicating with and providing access for underrepresented groups and school community. Specific steps to improve this action are included in the 2021-22 LCAP (Goals 2 and 3)."|The district has done a good job in building partnerships to support student outcomes. Specifically, the district's LCAP continues to include an action to provide all staff with adequate time for articulation and collaboration so teachers, principals, and support staff can support students and families. Even during this past pandemic year, communications with families and parent-teacher conferences, albeit mostly virtual, continued on a regular basis. Also, a great deal of time and energy has gone into establishing Special Education protocols for IEP's to ensure that parents understand and can exercise their legal rights and advocate for their students. Similar time and energy has also gone into vetting the district's compliance with digital learning and student privacy issues: https://spreckelsdistrict.org/programs-services/technology/student-privacy/.|"Due to Covid-19 restrictions, typical ""welcoming"" activities were suspended for the 2020-21 school year. However, based on parent and community feedback this past year and the respective lower ratings for communications and cultural outreach items, the district has included specific goals and actions in the 2021-22 LCAP (Goals 2 and 3) to address those shortcomings. Specifically, the district will enhance its communication and translation services to better support underrepresented families in the district and increase access to information (updates, board meetings, etc.). The district will also centralize its messaging platforms and rely more on social media to be more efficient in its communications to families and the community."|5|5|2|3|4|4|4|4|5|4|2|4|2021-06-03||2021 27662330000000|Washington Union Elementary|3|"Parents are invited to join or attend School Site Council, District Advisory Council, WUSD Board Meetings, and Strategic Planning. Additionally, the Annual Survey is used as a vehicle to solicit parent feedback. The results of the Annual Survey are reviewed by the administration team and the WUSD Board of Trustees. Additionally, Strategic Plan Community Relations Goal Objective CR4 states ""Annually, the district will review and implement strategies to improve any parent survey response areas that have received greater than a 10% dissatisfaction rate."""|Washington Union School District hosts parent information meetings known as Coffee and Conversation to address current topics based on parent feedback. Topics include cyber safety and skills related to social-emotional learning. Meetings are offered in the morning and in the evening. During the COVID-19 pandemic, meetings have been offered through a virtual platform, in order to include more families.|"Washington Union School District annually sends out a survey to collect information from parents, all staff members, and students in grades 3 - 8. The surveys are sent electronically. Paper copies are available upon request. Strategic Plan Community Relations Goal Objective CR3 states ""Parent participation in the Annual Survey will be no less than 70% of district enrollment""."|5|5|4|5|4|4|5|4|4|4|4|4|2021-12-08||2021 27738250000000|North Monterey County Unified|3|Strengths and progress include providing more opportunities for input through surveys, advisory committees, and focus groups and our LCAP includes many recommendations from the input received. A focus area for improvement, including improving engagement of underrepresented families, is to develop a formal family engagement group with specific outreach made to underrepresented families, provide training, and involve them in all phases of the family engagement plan.|Strengths and progress include Spanish interpretation provided at parent workshops and meetings, increased attendance at parent workshops, and provided broader range of topics in Parent workshops to build partnerships with families. One focus area for improvement, including improving engagement of underrepresented families, includes developing schools' capacity to partner with families and develop self-reflection processes and tools to measure progress.|Strengths and Progress in this area include hiring Bilingual office staff at each site and a District Mixteco Interpreter to strengthen outreach to Mixteco families. A focus area for improvement, including improving engagement of underrepresented families, is to initiate regular Cafecitos and focus groups per recommendation from community input groups.|2|2|1|2|2|3|1|1|4|3|4|4|2021-06-24||2021 27751500000000|Big Sur Unified|3|Discussions at SSC and PTO regarding this. Trainings offered.|Another area of strength. We have provided parent training in special education and in advocacy for children. Invitations to student class activities including the STEAM Festival. Family trip to San Francisco to the theater.|This is a strong area for our school community. Examples- full attendance at parent conferences, parent nights, PTO, and field trips. Daily communication between teacher and parents because of close relationships. Teacher visits to homes. Small school population with close proximity to parents gives us many opportunities.|4|5|5|5|5|5|5|5|5|5|5|4|2021-06-07||2021 27751500118349|Big Sur Charter|3|The relationships we form with our families is what makes Big Sur Charter School so special. Families appreciate and take advantage of the open-door policy of the administration and teaching staff. The weekly communication with teachers via ParentSquare is an integral part of supporting parents as partners in learning.|Providing support to parents is a built in component of our program. Parents receive feedback as to how to advocate for and educate their students through meetings with their teachers or through our Home Educator Learning Program. We work closely with families to ensure that students are engaging appropriately with the curriculum at home and at the learning center. Additional support is provided as needed.|The relationships we form with our families is what makes Big Sur Charter School so special. Families appreciate and take advantage of the open-door policy of the administration and teaching staff. The weekly communication with teachers via ParentSquare is an integral part of supporting parents as partners in learning.|5|5|5|5|5|5|5|5|5|4|5|5|2021-10-02||2021 27754400000000|Soledad Unified|3|Over the past year, District staff have regularly sought the input from parents through surveys, focus groups, and meetings on a variety of pertinent topics such as satisfaction with program options and interests for reopening. ------ During the next year, staff will focus on increasing the access to information for Spanish-speaking families through an increase in the translation of Board items, website pages, interpretation services, and the development/implementation of a district-wide communication plan. ------|Staff implemented tiered reengagement strategies for students who were absent from distance and hybrid-learning or unengaged in instruction. ------ Outreach strategies included phone calls, personal contacts to offer support, technical assistance for device and connectivity issues, targeted intervention programs, home visits, weekly checkins, contracts, after school online and in-person tutoring and revised schedules. ------ A focus will be for all schools to implement support and intervention through a variety of ways including Student Success Team meetings, progress monitoring, and summer program. ------|Soledad USD LCAP Advisory Committee recommended a multi-year communication plan to be developed and subsequently adopted by the Board to increase meaningful communication to families and ensure the provision of an inclusive environment for all students. ------ The District will focus on continuing the development of site and District school-community collaborations to implement the actions listed in the plan and regularly update the Board and community with the implementation plan progress. ------|2|5|5|4|4|4|5|5|5|5|5|5|2021-06-23||2021 27754730000000|Gonzales Unified|3|GUSD implements an LCAP process that provides multiple opportunities for family and stakeholder input into district decision-making. In addition, GUSD supported sites with more guidance and supports to engage families in site-based Single Plan for Student Achievement (SPSA) input. Next steps are to ensure that district engagements are more culturally responsive and to plan improvements to increase participation. The district will continue to strengthen the opportunities for parents to provide input on decision making through formal district advisory bodies, such as District English Language Advisory Committee. The District will engage in intentional and strategic outreach efforts to parents of students who are English Learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to ensure that their input is collected and considered during District and School decision-making.|GUSD will endeavor to create more opportunities, whether through parent conferences, school and district training, etc, for staff to learn about families' strengths, cultures, languages, and goals for their children. The goal is to increase parents' connection to schools and increase their participation in school activities, given that research shows that students achieve better academically when they and their parents feel valued and connected to the school. Implementation of multiple opportunities for parents to engage with instructional support and to expand their role in their child's education is our focus. Title I parent meetings, Open House, Parent Conferences and Family workshops are designed with the intent to develop a partnership between the district and families.|GUSD will continue to foster collaborative partnerships with families, students, and staff. To facilitate communication between schools and families, information will be provided in many formats, including bilingual online postings and newsletters, mailings, informational phone calls, and access to an online parent portal through which they can view their students’ daily attendance and grades. In addition, each school site hosts bilingual parent meetings/cafecitos, School Site Council (SSC) and English Language Advisory Committee (ELAC) to keep families updated with information and resources. GUSD continues to work towards ensuring all schools and district office provide a warm and welcoming environment. School staff will also work with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, student attendance review process, identification of students as English Learners, and reclassification process from English Learner to Re-designated Fully English Proficient.|2|2|2|3|2|2|2|2|3|3|3|3|2021-06-22||2021 28102800000000|Napa County Office of Education|3|Napa County Court and Community School programs continue to make progress with this local indicator as we provide many opportunities for families to participate and provide input for program decision making. Our Site Council and Advisory Group reviews and develops our program goals and provides input for decisions that help drive the development and refinement of the LCAP. We offer at least two formal opportunities a year for parents and other stakeholders to provide input into the LCAP review and development process. Local stakeholders, including parents, help make decisions for LCAP actions. We have two family nights during the year where we educate parents on school programs and we ask for input on program decisions; approximately 40 people attend per year. All school programs provide translation services to allow parents to participate fully. We have a parent liaison who reaches out to parents on behalf of staff. The liaison also runs two parent support groups (one in English and the other in Spanish) and makes home visits. We have an interventions coordinator who works with our chronically truant students and those students with extreme behavior problems. Our case managers communicate regularly with parents and make home visits to ensure families and students are supported. Our School Social Worker stays in regular contact with parents and our school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs. This past year, parents expressed (via a local survey) appreciation for the Restorative Justice program and help with appropriate dress/clothing for students. They also asked for: social skills classes for students, parenting classes for parents, a new campus, more internship opportunities for students, vocational CTE pathways programs, an expanded arts program, other enrichment classes for the students, and to continue the after school program including sports. Many of our families are suffering from the effects of poverty, trauma, and abuse which create barriers to partnering with the school at high levels of involvement. We need to find ways to partner with the community to provide families the support their basic needs.|Napa County Court and Community Schools strive hard to engage parents through offering weekly communication, home visits, referrals to community services, and outreach that empowers them to better support their children. NCOE places a high priority that all families feel welcome. We have an open door policy for 2-way communication and employ a bilingual family liaison and social worker, and family interventions coordinator. Our parent liaison reaches out to parents on behalf of staff. All classrooms have a case manager who communicates at a minimum weekly with the parents and performs home visits. We have an interventions coordinator who works with our chronically truant students and those students with extreme behavior problems. Our School Social Worker stays in regular contact with parents. All students and their parents receive a biopsychosocial assessment and students are universally screened for depression. Resources and services are identified and offered. Our school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs. As a focus area for improving relationships, including the engagement of underrepresented families, NCOE is working to strengthen its Family Connection program and partner with more community agencies to provide needed services. Providing more support in the homes could increase stability and health for students, increase attendance, breaking the cycle of violence and trauma.|"The Napa County Court and Community School Programs prioritize connecting families to resources. Our MTSS training and structure, restorative justice training, and trauma informed training, and breaking barriers training, all help to connect families and students with resources and ways to support improved student outcomes. To help our students develop the self-regulation and interpersonal skills needed to form and maintain positive and meaningful relationships, we now employ a social worker, an SEL coach, SRO, instructional support specialist, and an interventions coordinator to work with students and families to address barriers preventing students, especially unduplicated students and those with exceptional needs, from thriving in school. The social worker and interventions coordinator work with community agencies to refer families for resources and services. We also employ trained para-professionals to create relationships with families and conduct the home visits. We will assign ""case managers"" to each classroom to connect with families on a weekly basis. The paraprofessionals, social worker, and interventions coordinator, SEL coach, and SRO also conduct home visits to strengthen school and family connections. Again, a focus area to improve would be to find a way to conduct more home visits. Home visitations could help provide interventions for families where they need it most. We also need more support for male students and male family members."|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 28662410000000|Calistoga Joint Unified|3|The District partnered with the Parent Institute for Quality Education (PIQE) to provide seminars on parent engagement and parent leadership and both were well-attended. Feedback on the workshops was overwhelmingly positive so the PIQE series will be offered again in the 2021-22 school year. Principals have continued to encourage families to participate in decision making by engaging in the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), the School Site Councils (SSC), and the Parent Teacher Organization (PTO).|Our 2020-21 LCAP survey results indicated that 96% of the CJUSD parents that responded feel our schools keep them informed of their child's academic progress and encourage them to be an active partner in their child's education. The District will be adding a Family and Community Liaison position in the 2021-22 year to further engage families in the school programs, help parents better understand how to advocate for their child, and to provide additional parent education opportunities.|Results from our 2020-21 LCAP survey confirm that parents feel our schools offer a welcoming environment and that our staff maintains trusting relationships with families. Those relationships were enhanced when teachers and parents partnered to deliver instruction to students at home during distance learning. The district will offer professional development to staff on culturally responsive teaching next year to include students' cultural references in all aspects of their learning. We will also be transitioning to ParentSquare to improve the communication between home and school.|4|5|2|4|4|4|3|4|4|4|3|3|2021-06-14||2021 28662580000000|Howell Mountain Elementary|3|Howell Mountain ESD has been successful in recruiting families to participate in advisory groups and committees. Each advisory group understands that they have the capacity for decision making. School Board policies also reflect the importance of family engagement in advisory groups and councils. One area of focus will be to increase capacity with our English Language Learner families through our school-family liaison position.|Howell Mountain ESD provides professional learning and support to teachers and administration to improve our capacity to partner with families. Our pickup and drop off opportunities support this collaboration in an informal way. When staff identifies students who would benefit from additional supports, they reach out to families in the families’ native language to discuss intervention and supports. Providing families with information and resources to support student learning in the home is addressed through parent education events. The school-parent liaison also shares resources with families to support student learning and development in the home. The Howell Mountain ESD has three meetings, one each trimester to communicate with families in their native language. The parent/teacher conferences are extremely successful as an opportunity to discuss student progress and ways families and school staff can work together to support improved student outcomes. Families are encouraged to advocate for their students. Primarily this is addressed at meetings such as School Site Council, IEP’s, ELAC and DELAC. Families are encouraged to participate in planned meetings.|Howell Mountain ESD has invested resources in family engagement. We have developed strength in the area of building relationships. We routinely implement 2-way communication via Peachjar, School Messenger, Facebook, the district website: hmesd.org, emails, phone calls and text messages. Each communication is delivered in English as well as Spanish. HMESD has a bi-lingual family liaison who translates at parent meetings and provides resources for underrepresented families. In addition, administration and staff are visibly present at drop-off and pick up times. This strategy provides an opportunity for families to ask questions, seek clarification and to share students successes as well as any barriers that might affect learning outcomes of students The liaison is a new position; therefore, we will continue to grow in the area of support for families through third-party resources; such as, the food pantry and mental health supports.|4|5|3|4|4|3|3|3|4|4|3|3|2021-06-16||2021 28662660000000|Napa Valley Unified|3|"At this time, the majority of the work to engage staff and families in the decision-making process, for garnering feedback around policies and programs, is through district and site-based advisory groups. These groups meet annual requirements for training stakeholders, using needs assessment data as a means of identifying topics of interest, reviewing and discussing federally-monitored items such as; LCAP funding and Titles I and III programming requirements. Additionally, these advisories are also a place for parent leadership training. NVUSD has active School Site Counsels (SSC) at all school sites. One of the goals, central to NVUSD's Strategic plan, is Goal 6, ""Strategic, Impactful Governance and Policy Implementation."" School Site Council is a representative group, balanced by stakeholders, who include parents, certificated and classified staff, and students where appropriate. SSC is the site-based group which supports administration with decision making, where site funds and policy/program commitments are concerned. The implementation of active SSCs will support the process for seeking input for decision-making by activating stakeholders in local advocacy, which affects students where the advocacy is taking place."|"For the last four years, NVUSD has invested in Community and Parent Liaisons, classified support staff at every site, whose role it is to bridge the gap between under-served families and school systems. These liaisons support communications and parent education including; contacts related to absenteeism, lunch applications, academic needs of students, parent advisory groups, and school-related events. On parent surveys from speakers of other languages, parents overwhelmingly respond Strongly Agree or Agree to questions; 1) My school values my participation in the education of my child, 2) I participate regularly on an advisory group at the district level or at the school, 3) I am asked to contribute to advisory groups at the district or school level, and I know my voice is valued when I share my thoughts and concerns. An area for Initial Implementation, ""Engaging in 2-way Communication with Families and Supporting Staff Knowledge of Family Cultural Strengths"", is our area of focus in this domain. This year, NVUSD has shifted an ongoing partnership with a local non-profit who provides Parent University services. Parent University is a model for which non-profit staff are housed at various school sites with large populations of under-served families. They conduct workshops and other related parent education opportunities, for the purposes of better supporting parents' abilities to help their children in school. The nature of the relationship with this non-profit is to expand their services to more schools and to collaborate more closely with administrative staff on those sites, to better support all aspects of parent engagement, as well as staff understanding for family needs."|Over the last four years, NVUSD has worked on implementing Culturally Relevant Pedagogy and Practices. Consultants have worked with staff and administrators at various sites, in order to support their understanding of a family's cultural strengths and dynamics. Schools have worked to shift school culture resulting in a greater sense of camaraderie between students and teachers, and schools and families. At the Parent Advisory level (District English Learner Advisory Counsel - DELAC and Migrant Education Parent Advisory Counsel - PAC), meetings include advocacy and awareness as a part of regular parent education opportunities. Workshops have covered various community relevant topics. The focus for this year will continue to be on layering communications in the form of agendas, minutes, email communications, and through Liaisons, such that all families receive needed information.|5|4|3|4|3|5|4|5|4|4|3|3|2021-06-24||2021 28662660108605|Stone Bridge|3|School governance at Stone Bridge consists of two councils on which parents participate: Charter Council and Parent Council. A Parent Council representative is elected as a director on the Charter Council (aka Board of Directors) and has a voice on all decisions made on that governing group. Two class representatives sit on the Parent Council which also has an executive board. and the Executive Director attends all meetings and provides a report detailing any decisions, actions, and activities that involve the school. Both councils meet monthly. Parents also sit on committees that directly affect the school: budget, hiring, and Talking Heads.|One of the core strategies to build partnership between teachers and parents is the looping of the grades teachers. Teachers and parents have the opportunity for multiple years to develop beneficial communication and to understand and assist with the academic, developmental, and social/emotional growth and needs of the students. Teachers receive support to improve family communication and relationships through weekly faculty meetings to share challenges and strategies and the availability of administrations for advice and help. Staff at SBS also enjoy close collegial relationships and readily reach out to their fellow teachers. Teachers meet formally with parents for parent/teacher conferences to discuss student progress and are also available to meet when needed.|Understanding that potential for student success is increased with a solid, strong partnership with families, Stone Bridge School diligently works to create trusting and respectful relationships with families. Newly enrolled families participate in a New Family Orientation meeting with the Executive Director and the Educational Program Director and are also welcomed by our Parent Council members during the all-school pre-start of school gathering. Parents are encouraged to serve on committees and the Parent Council and are afforded other ways to be an active part of the school life (field trips, classroom support, etc.). Parents are informed of volunteer opportunities and participate in the Charter Council (aka Board of Directors) and the Parent Council. Some of the ways parents are informed and included: • All-school communications are sent via email on a frequent basis • Open door policy with school administration • Parent-teacher conferences • Class meetings • Annual surveys • Informal meetings with the Executive Director • Parent mailboxes are available for all-school communications. • Festivals, gatherings, and parent education events are held throughout the year (School closure due to COVID-19 precluded this from happening.)|5|5|4|4|4|4|5|3|5|5|5|5|2021-06-29||2021 28662820000000|Pope Valley Union Elementary|3|Like above, this is an area of needed improvement. The parent community is small and some parents have recently become adversarial towards the school, (and other government agencies/functions). As the population changes, the school needs to adapt to new community standards and traditions, which is currently in flux. The school is attempting to hold firm and be a center of focus, but it was extremely difficult during the pandemic when parents were encouraged to stay off campus. We hope this will change as we bring back parent nights and community activities.|This is an area of needed improvement. The parent community is small and some parents have recently become adversarial towards the school, (and other government agencies/functions). As the population changes, the school needs to adapt to new community standards and traditions, which is currently in flux. The school is attempting to hold firm and be a center of focus, but it was extremely difficult during the pandemic when parents were encouraged to stay off campus. We hope this will change as we bring back parent nights and community activities.|During the pandemic, the school and staff were whole focused on getting students engaged and continuing curriculum as much as possible. Due to regulations, school engagement with parents was limited to written and phone conversations which was limiting in scope and effectiveness. New engagement tools and parent nights are being brought back for the 2021-2022 year.|3|2|4|3|3|3|3|2|3|3|3|3|2021-06-10||2021 28662900000000|Saint Helena Unified|3|"Feedback received from several sources, Local Control Accountability Plan (LCAP) steering committee and the Equity, Climate, and Culture (ECC) committee, plus additional student/staff feedback, showed a strong desire to focus on and analyze all our systems and processes to revise, and improve all programs and practices using an equity and culturally responsive/sensitivity lens. While the District has made several advances in our work to ensure equity for all students in previous years, stakeholder feedback has shown a desire to make systemic changes to our entire community in the development and refinement of our work. In addition, within the district community engagement report, after the virtual town hall and student panels held this school year, the overall theme of Equity was front and center and housed the following summary statement, ""Threaded throughout the engagement process are references to equity and inclusion. One common statement reflects the sentiment of many: We want an equitable education-meaning that we have resources to match the unique needs of each and every student in this district to help them succeed academically"" and succeed in life to become a contributing part of the overall society. With the realization that we are starting on this initiative, we have more to do to make our community and schools more inclusive of all races, ethnicities, and groups so work will continue towards this goal. We also want to build upon what we had stated in a past strategic planning session with stakeholders on ""What does a Graduate of St. Helena Unified"" has as characteristics, qualities, and knowledge so that we can develop matrixes, create systems, provide training and establish procedures starting at the lower grades to achieve our profile of a high school graduate. Our strength is that we are writing down in our LCAP and recognizing as a system that we want and need to look at all of our systems to make sure all barriers are removed which might be hindering any student from reaching their full academic potential."|"Stakeholders have provided positive and negative feedback about the school district's overall communication. While some families enjoy consistent daily communication, some also state that it becomes too much or repetitive and causes them to overlook new or relevant information since parents sometimes stop reading what is sent. The Covid-19 pandemic has derailed the momentum of several initiatives from the previous LCAP and we see levels of chronic absenteeism, lack of connection to the school, and engagement as an area of improvement. Furthermore, connections to the school need to be reestablished to bond students with their teachers, peers, and campus life. The district will continue to employ additional staff and add additional hours to existing staff to reestablish these connections with students and families. In addition, the district will be contracting with an organization called, ""Parents for Quality Education"" (PIQE) to assist in providing information to our Hispanic parents on understanding the American school system and how to advocate for their children as they move along the school system from Kinder to high school."|One strength includes that the district continues to have a strong partnership with our community, including multiple opportunities for stakeholders to be involved in the LCAP process. Monthly meetings are conducted via the LCAP Steering Committee; the composition of the committee includes district and site administration, faculty, classified staff, parents, community groups, and a student representative. Annually, parents and stakeholders are invited to participate in several superintendent sub-committees that meet regularly throughout the school year to provide more direct, consistent feedback on topics ranging from Budget, Facilities, Equity/Climate/Culture, Wellness, and Parent Advisory. These committees meet quarterly to share progress updates and reflections on district progress on LCAP related goals and items that support the district's overall mission. The chief academic officer also met with both of our SHTA and CSEA unions monthly to gather feedback and provide information on district staff needs. We also sit on the county SELPA committee to gather input and discuss countywide and district needs around programs and services for students with unique needs. Additionally, although it is not a measured metric in this version of the LCAP, the district student Governing Board representative led the establishment and implementation of the Seal of Civic Engagement for graduating high school students. Student voice also was instrumental in our continued use of PAPER online tutoring to support students with 24-hour access to a tutor when needed. One of St. Helena's Unified improvements moving forward is that all of the superintendent subcommittees are now being conducted using a hybrid model to allow participants to join meetings either in person or remotely for increased participation. Another improvement is that for all district-directed zoom meetings, Spanish translation is now available. District staff recognizes the need for our efforts to connect English Learners and their families more with the school and curriculum, including opportunities for higher education. To meet these needs of increased engagement, communication, and access to opportunities, the district will move forward with a new position of District Social Worker to support each of our four school sites. Based on community feedback, the social-emotional learning, engagement of our Latino students and families, and needs addressing truancy and connections to school rank as one of the highest priorities of service. The combination of these services led district staff to create the Social Worker position to serve these needs and incorporate aspects of the Community Liasion position which would have been vacant in 2021-2022 due to retirement. Providing additional counseling services for students led to a modest increase in our contract with UpValley Family counseling staff to meet the needs of students after the pandemic and local fires.|4|5|4|5|4|3|5|4|4|3|5|4|2021-06-17||2021 29102980000000|Nevada County Office of Education|3|The LEA’s School Site Council is a group of stakeholders (parents, certificated and classified staff, county office members and sometimes community agency representatives) who meet regularly to discuss the school plan, goals and progress of student performance. Our program struggles to engage families in attendance at these meetings or any family activities. We continue to solicit engagement and invite families to all events and meetings. Regular announcements are provided and sent through various means, e.g., school messenger, notices home, emails, etc. We conduct regular surveys to gain family input regarding all of the above programmatic areas. We will continue to seek engagement from and build the capacity of all families in decision-making processes.|As stated previously, the commitment with which our staff demonstrates their efforts and eagerness to work with families is our primary strength. Working with at-promise and underrepresented youth involves staff to have a breadth of knowledge of resources available for partnering with families. We regularly evaluate and looks for ways to improve our engagement with families in providing resources and information aimed to help them find ways to improve their capacity to help advocate for their child, both academically and social emotionally. We will provide families information about adult education options, workshops addressing financial aid and post-secondary education for their child, increase their opportunity for a voice and input in decision-making, increase the frequency of safety information (e.g., drills, protocols, procedures, etc.), and increase the information about local community agencies with whom we partner.|The LEA’s current strengths are evident in the dedication and commitment of our staff in all our program who truly have the needs of the students at heart. Building trusting and respectful relationships are at the core of our work. Working with at-promise and underrepresented youth requires ongoing communication between staff and families in order to better serve students’ and families’ needs. The personal relationships staff develop with each student and their families help create the relationship-centered atmosphere within our program that can effectively shift students’ immediate and long-term behaviors and improve student outcomes. We are always seeking ways to improve communication and ways to reach out to our families; one way does not always work for every family. We continue to collaborate with our local community agencies as partners in referrals for support for all students; especially underrepresented students. During COVID-19 challenges in regular communication with families despite all efforts by staff to reach out. Presently, we are currently installing a new student information system which will directly link all emails texting capabilities and reports to families listed on the data base which we hope will improve regular communication.|5|5|4|5|4|4|5|5|3|4|4|5|2021-06-23||2021 29102980114314|Bitney Prep High|3|During the 2020-2021 school year, the staff at Bitney Prep worked to provide parents with a variety of sources of information that would help them support their children and to work with our staff to further this support. The frequency of email communication, phone calls, letters, and class and schoolwide bulletins were all increased during this year. We understood the importance of providing as much communication and support to assist families. Special attention was paid to engage underrepresented and disengaged families. Efforts to communicate with individual families did show significant success and resulted in an increased percentage of students passing classes and earning credits.|This area of priority was heavily impacted by the changes in our school program that resulted from the COVID-19 pandemic. All of our teachers worked hard to keep parents informed about their students' progress and needs. All teachers were trained to use Google Classroom which allowed both students and parents to have easy access to information about assignments and grades. We also had a strong focus providing both students and parents with online access to social, emotional, and mental health support when they struggled during this extended time of isolation. Bitney staff also increased the frequency of Student Support Team meetings and other interventions for students who were struggling to connect to school and find academic success.|During the 2020-2021 school year all Bitney staff focused upon communication with families with the goal of assisting students and families negotiate the changing world of education during the COVID-19 Pandemic. We believe that we were successful in communicating and working closely with individual families. The thing that was much more of a challenge for this year was maintaining a broader sense of community connection. Our Parent Council basically took a year of hiatus. There were very few community activities that the Parent Council could support and coordinate. We will definitely pursue the goal of rebuilding the Parent Council during the upcoming year.|5|5|4|4|4|4|4|4|4|4|4|4|2021-06-08||2021 29102980114322|Yuba River Charter|3|Our governance and community input model includes community members, alumni parents, and current parents serving on our Board of Directors. This open membership model encourages the representation of unduplicated student groups (i.e. low-income, English-learner, and foster youth students), and individuals with exceptional needs (i.e. students with disabilities) served in our community, and our school will do more to focus on this overt representation as an identified area for improvement. This level of engagement within the realm of governance translates to empowering varied groups of families to access to all Board of Directors processes, agendas, meetings, and documents. Our Parent Council is another strong group within our input model. Every class has a representative attend a monthly meeting, and they all share regular check-ins on behalf of the parents in the class, so that all voices, whether they are able to attend meetings or not, have a consistent chance to be represented as well as informed.|Our calendar includes monthly assemblies, quarterly class meetings, and regular communications through email and text. In addition to this, parents and teachers have conferences twice a year, as well as additional time for meeting in regards to student progress as needed. Our website is an additional tool for our own legal compliance, and a vast resource for families as we include supportive links and up to date legal information. Each year each of our teachers communicate an in-depth reporting narrative of what content was covered in all classes schoolwide that year, and how each individual student performed in that content. Our school also utilizes a multi-tiered response plan (Community Care Group, Student Support Team, etc.) to support parents to become involved, aware, and understand how their students are being supported and their rights.|Our school curriculum depends heavily on a consistently collaborative relationship between staff and families, and especially focusing on unduplicated student groups (i.e. low-income, English-learner, and foster youth students), and individuals with exceptional needs (i.e. students with disabilities) served in our community. Entire student body and family-oriented festivals throughout the school year bring together not only immediate family but extended family and community as well. Each class holds regular class meetings so that families are informed as to what is happening within the classroom in a variety of realms, including academic, social, and developmental. We have a regular newsletters where the administration communicates with families, and parent groups also have the opportunity to share with each other their various activities. Our school also implements a variety of communication tools with regularity, including Parent Square, software that connects our community through group emails, texts, and real time alerts. We also have regular first Friday monthly assemblies, where students showcase their latest performance pieces and families may connect with the school in yet another way. In collaboration with our Parent Council, YRCS Administration hosted regular online forums throughout the 2020- 2021 school year: August 12 - A General Re-Opening Forum, to present more fully the Distance Learning program and to field questions ahead of the first day of school September 15 - A General Forum, soliciting feedback from families for how Distance Learning is affecting students, and a look ahead as small groups began to meet regularly on campus September 29 - A Focus on reviewing the Learning Continuity and Attendance Plan September 30 - Public Hearing and Adoption of Learning Continuity and Attendance Plan November 12 - A Focus on reviewing the Hybrid model and continued Distance Learning December 15 - Public Hearing and Adoption of the Budget Overview for Parents, A General review of the LCAP Budget and expenditures to date, including a review of safety protocols and a look toward a further reopening in the later winter. January 28 - A Focus on our Covid19 Prevention Plan and new policy changes effective 2/1/21 April 27 - A Open Forum, focused on vaccination laws, enrollment issues for those wishing to enter in to HomeStudy, and a general feedback session for how Distance Learning is going for families and students. May 26 - Public Hearing of the LCAP June 9 - Board Approval of the LCAP|4|4|3|4|4|4|4|4|4|4|4|4|2021-06-09||2021 29102980114330|Nevada City School of the Arts|3|Parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan and LCAP are discussed regularly. Due to the pandemic, we were not able to create the Education Committee, but we plan to this coming school year. This group will be made up of a parent from each grade level span, two administrators, a board member and a teacher. The parent representative's job will be to solicit input and suggestions from all parents within their grade level span, with a focus on underrepresented populations.|The School Director sends a weekly phone call and email to update parents on what is happening at school. Teachers send out weekly Monday Notes for every classroom. On the 18-19 survey (our latest data due to the pandemic), Parents indicated they felt very well communicated with, with 94% of parents feeling that communication is excellent. 2. 96% of Parents reported feeling both welcome and engaged at school. In addition, 93% would recommend NCSA to other families. 3. All survey questions relate directly to our LCAP goals or to the school's Ends Policies, both of which drive instruction and our Strategic Plan. In 2021-22, NCSA will focus on identifying and encouraging more active engagement and support of parents of underrepresented families by hiring a Parent Resource Coordinator who provides more direct communication with families and provide helpful parent resources to support parenting at home.|For the 19-20 and 20-21 school years, the staff focused their efforts on developing their intercultural competence by participating in Inquiry Groups each month. These groups worked on identifying personal biases and looked at curriculum for bias. By the end of the 2021, the staff felt confident to begin redefining their standards aligned classroom curriculum maps by including the Learning for Justice - Social Justice Standards to their yearly plans. NCSA will focus on engaging with more families with underrepresented families to ensure all viewpoints are equally represented on their committees and in stakeholder feedback|5|4|4|5|5|4|4|5|5|4|4|4|2021-06-17||2021 29102980126219|Forest Charter|3|FCS annually conducts a parent survey with opportunities for the parents to provide written input on a range of topics. FCS also has five parents seated on the Charter Council. The Charter Council is responsible for guiding the FCS Director, developing the school LCAP and setting policies that are best for the school. Parental participation is extremely high at FCS mainly due to the nature of a personalized learning program; all parents are required to meet with their teacher on a regular basis and are partially responsible for teaching their children. FCS chose to use a survey to establish a higher participation rate than we have been able to achieve through stakeholder meetings. Due to the disparate geographic makeup of stakeholders that often comes with a non-classroom based program, FCS has worked to establish a thorough survey that addresses all required State priorities. The 2021 parent survey had a 20.8% participation rate. Our area of improvement will be to offer opportunities for in-person meetings with administration to provide parent input on decisions.|Parental participation is extremely high at FCS mainly due to the nature of a personalized learning program; all parents are partially responsible for teaching their children and work closely with staff to accomplish this task. Our focus area for improvement will be to focus our training on intervention so that teachers can create better partnerships with parents to help support intervention for students.|Parents meet with their supervising teacher at least once every four weeks to discuss and review student learning. This process builds a close relationship between the parents, teachers and students. This is a requirement for all families including underrepresented families. Our area of improvement will be to increase opportunities for parents to provide feedback to the school.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 29102980126227|Twin Ridges Home Study Charter|3|Twin Ridges Home Study Board of Directors and Staff meets monthly to discuss, plan and implement policies and programs that address the needs of students, support the compliance and regulatory operations of the charter school, and provide stakeholders the opportunity to engage in their school community to promote positive student outcomes and school culture. Our teachers host parent workshops throughout the school year to engage parents in effective strategies for working with their students in core academic areas. Increasing participation in surveys, workshops, parent meetings and Board meetings will therefore build the capacity families have to help in decision making. This is an important focus are for TRHS.|Twin Ridges Home Study teachers, students and parents meet to collaborate on student educational goals, review student learning and student work and discuss the needs of the student for academic and personal success every 20 school days. Teachers work to build trusting relationships with students and parents and often work with students over the course of their entire K-8th grade years. Staff members consult as needed with one another to review effective strategies for student and parent engagement, for teachers to develop their professional skills in effective communication, and to reflect on positive student outcomes. TRHS is now focusing on professional learning opportunities for staff and informing parents on ways to advocate for their child's education. In doing so, communication and information is key!|Twin Ridges Home Study Charter School prides itself in working with students and families to provide excellence in academic, social and emotional growth for over 40 years. In doing so, communication between TRHS staff, students and families is key. TRHS provides many opportunities for communication including newsletters, emails, surveys, phone calls and respectful, informative communication with teachers. Field trips, social gatherings and a school site open door policy provides opportunities for a welcoming communicative environment. TRHS is currently working on increasing parent participation in school activities as well as parent attendance at TRHS Board Meetings.|4|4|5|4|4|5|4|4|4|3|4|4|2021-06-17||2021 29102980130823|EPIC de Cesar Chavez|3|EPIC's adult students are asked to complete survey's that give feedback on their needs and experiences in the program. Teachers, administrators, and staff critically review the survey results to help inform areas of improvement in program design based on the students' comments and suggestions. Students also have open lines of communication with Student Services Staff and supervisors who will act on student suggestions or requests in order to provide students with the opportunity to influence program delivery decision-making. Continued integration between core academics and the Career Technical Education classes is an area of focus for continued student engagement in program decision making. As faculty work together to create graduate profiles outlining skill-based outcomes, students will have an increased involvement in creating a program that meets their academic and career needs.|FIELD EPIC's driving force is relationship building between staff, students, and teachers for the continued improvement of educational and financial outcomes for our adult student and their families. Credentialed counselors analyze student transcripts and test results and meet together with the teacher and the student to create an Individual Learning Plan. In addition to earning a high school diploma, the objective is to also prepare EPIC students for growth in career and college level communication and computation. The new student experience is one area of focus for building engaging partnerships for enhanced student outcomes. Staff members and faculty members are developing a series of outreach experiences to implement that will provide more information to students and their families. More opportunities for engagement will be developed for first year students in order for students to successfully transition back into a secondary school experience along with building English skills to be able to advocate for their needs.|EPIC's mission is to empower the underserved to be self-sufficient. All EPIC students are over 18 years of age and therefore make decisions in their own schooling program. Our staff members outreach, enroll, and provide educational access to students who are migrant farm workers, immigrants, and adults who are in need of completing their high school diploma. Many of our students have had difficult and challenging experiences during their secondary school career. EPIC's staff works to provide positive, encouraging, and individualized school experiences that engage students in their own learning. Staff and students build supportive partnerships that foster learning for enhanced student outcomes. EPIC will continue outreach to help students and families engage in positive school experiences by providing more counselor goal setting sessions, sending Promotoras to recruit in underrepresented areas, and providing opportunities for students to engage in hands-on, career preparation activities.|4|4|4|4|4|4|4|3|3|3|4|4|2021-06-26||2021 29102982930147|John Muir Charter|3|As 91% of our student body is over the age of 18, parent involvement at JMCS is minimal. Our client agency partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Teachers also build close relationships with students and work directly with students to seek input and, when possible, collaborate to make decisions that will impact programming and the student experience. JMCS has a strong focus on creating safe, inclusive classrooms where teachers and students work together to support student success. One focus area of improvement is for JMCS to strategically leverage student advisory groups run by our client agency partners for schoolwide use to increase student voice in our programmatic decisions. We will work to increase student voice and student choice in our classrooms through increasing the use of student advisory groups and gathering student feedback on a more regular basis.|As 91% of our student body is over the age of 18, parent involvement at JMCS is minimal. Our client agency partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Students have access to curriculum and technology to access learning from home and teachers have effectively supported this learning over the past year. JMCS uses standard Student Achievement Plans across all sites and regular student progress meetings to ensure students and their advocates are aware of student progress and ways to support improved student outcomes. One focus area for improvement is to support our teachers’ ability to engage in difficult conversations with client agency partners that may center on student or programmatic concerns. In the coming three years, JMCS will ensure all lead staff at all sites have access to professional development on ways to engage in challenging conversations. This professional development will also be offered to our partners.|As 91% of our student body is over the age of 18, parent involvement at JMCS is minimal. Our client agency partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Our partners participate in regular meetings with JMCS administration, give feedback on our goals and schoolwide progress and receive site-level and student-level achievement data to ensure clear lines of communication. For those sites who do serve minors, we reach out to families consistently and offer opportunities for participation in conferences, classroom activities and student progress updates, for example. Parents participate in any IEP or special education processes as well as in parent-student-teacher conferences throughout the year. One focus area for improvement is to increase opportunities for parents to visit classrooms and get to know our programs better. We will strengthen this area through planned open houses throughout the year at all sites with minors and intentional parent outreach and recruitment.|4|4|5|4|2|3|5|2|3|3|4|4|2021-06-09||2021 29663160000000|Chicago Park Elementary|3|Currently, the LEA gathers input for decision-making through multiple community surveys and monthly public meetings. LEA is working on updating library space to be more family friendly. LEA’s hope is to make a learning hub in the current library space and also create an outdoor learning hub outside the primary classrooms.|LEA offers multiple opportunities for families to engage in their child’s education. LEA has indicated that the 6th through 8th grade has grown and is in need of more time to meet with families during grading conferences. LEA has planned to create one additional day in the 2021-2022 school year.|LEA has created an environment where there are multiple opportunities for family engagement such as: weekly community character education assemblies, Literacy and Science Family Nights, field trips, and school volunteer opportunities. LEA pushes out two surveys yearly to collect data from families to help in decision making. LEA is hopeful to continue these opportunities and grow to offer more opportunities for families in the future by providing community celebrations.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-24||2021 29663160125013|Chicago Park Community Charter|3|Currently, the LEA gathers input for decision-making through multiple community surveys and monthly public meetings. LEA is working on updating library space to be more family friendly. LEA’s hope is to make a learning hub in the current library space and also create an outdoor learning hub outside the primary classrooms.|LEA offers multiple opportunities for families to engage in their child’s education. LEA has indicated that the 6th through 8th grade has grown and is in need of more time to meet with families during grading conferences. LEA has planned to create one additional day in the 2021-2022 school year.|LEA has created an environment where there are multiple opportunities for family engagement such as: weekly community character education assemblies, Literacy and Science Family Nights, field trips, and school volunteer opportunities. LEA pushes out two surveys yearly to collect data from families to help in decision making. LEA is hopeful to continue these opportunities and grow to offer more opportunities for families in the future by providing community celebrations.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-24||2021 29663240000000|Clear Creek Elementary|3|Our strengths include incorporating advisory committee groups such as EL/Title I, Safety, and Health and Wellness groups into our monthly Site Council meetings. Parents, guardians, teachers, and administrator attend and participate in these monthly meetings to review reports and provide input. Additional pathways for family engagement are monthly PTC meetings, our school website, and our LCAP and CHKS survey as well as Google forms for quick input and feedback on sudden new developments. As part of our desire to improve, the District has prioritized increasing parent participation in Site Council as an Action item in the development of one of our 2021-2024 LCAP goals.|Being a small school, our strength is that all staff including administration have an open door policy for both students and parents. We provide several scheduled opportunities each year to provide information to families such as Back to School Night, Parent Conferences, and Open House as well as online access for parents to view their student's attendance, progress reports, and report cards. As an area of improvement, the District and teachers through the collaboration process will review parent conference schedules, at risk conference communications and graduation criteria to be certain this information is clear for parents and teachers have a clear understanding of the timelines and procedures. Through this process, our goal is to be sure no student slips through the cracks and parents will be kept fully informed throughout the school year.|Based on the the responses received on our annual LCAP survey, 93% of parents feel that our school provides a supportive environment as well as 91% of parents agree that our school welcomes input. Because we are a small TK-8th grade elementary school, parents drop off and pick up students each day. Teachers are at the classroom doors each morning welcoming students and parents. Teachers and administrator are also in the parking lot at dismissal each day available to parents and students for brief conversations and updates. An area of improvement is to receive a higher percentage of parent participation in our surveys. To increase our participation rate, we will set up a parent survey station on campus during the survey period so that parents may have a convenient opportunity to participate in the survey when dropping off or picking up students.|4|4|4|4|4|4|4|4|4|4|5|4|2021-06-15||2021 29663320000000|Grass Valley Elementary|3|GVSD has established systems to ensure families are able provide feedback on our policies and programs. We also employ consistent outreach efforts to ensure that parents have access to information about ways they can participate in a decision-making capacity in schools and at the district level. The administrative cabinet team regularly discusses best practices for engaging parents. Further, each of our advisory and decision-making group holds an orientation to increase parents’ knowledge of the scope of the work for how the individuals in that group can participate effectively. Each year, the Superintendent holds at least 3-sessions of the District Advisory Committee or DAC. This group includes stakeholders from around the district and community. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year. Focus Area for Improvement An ongoing need for improvement is to find ways to welcome parents from all groups within our schools with proportional representation. Though we have made some progress in this area our data does not match our demographics, particularly those of English Learner families and families from low socioeconomic backgrounds. How GVSD will improve the engagement of underrepresented families? - Currently, GVSD has a number of ways to encourage the participation of underrepresented families. All sites hold regularly scheduled ELAC and DELAC meetings throughout the year with outreach to Spanish-speaking families by our bilingual English Learner Manager. Even with these efforts, attendance at these meetings is still at less than 50% of those invited. The English Learner Manager and the Director of English Learner Services will work closely with principals to creatively find ways to engage more parents.|Building strong, trusting relationships between families and school is a core value of the Grass Valley School District. We have made significant growth in this area by assigning one of our district leaders to support Family Engagement including supporting a district-wide committee with representation from stakeholders. All sites and programs in our district have fully implemented a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees. Further, district-wide and school-wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families but conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences.|The Grass Valley School District has approved policies and supported practices to help us make learning connections between school and home. District school sites hold events that build meaningful connections between our staff, parents and our student’s learning. We traditionally hold an annual Family Literacy Night and a Science Night as well as our Back-to-School Nights and Open House events. These events celebrate literacy, hard work, the importance of being a learning community. Staff share materials openly with families to allow additional time to work on skills in reading and math. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. There are many opportunities for partnering with families in informal ways through phone calls, check in meetings, and text messages. Focus Area for Improvement One focus area for improvement is offering more support for families to understand their legal rights as well as their right to advocate for the needs of students and families. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Another area for improvement is making sure that when materials and homework are sent home as a way to make parents aware of the learning that is going on in the classroom, we need to ensure that those materials are accessible to all parents. Accommodations can be made so that all parents can support their children’s academic growth at all levels of schooling.|3|3|3|4|3|4|4|4|4|4|4|4|2021-06-15||2021 29663326111140|Grass Valley Charter|3|GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision-making processes. The decision-making matrix outlines for leadership which stakeholders to confer with when making school wide decisions. Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board.|GVCS has a mantra, “We Are Crew, Not Passengers.” This Mantra is fully exercised by staff through modeling to students and families. The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride. We also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families. GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In addition, there is a Math Night scheduled annually, a fall family festival, volunteer center on campus, and regular communication that goes out to all families. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as child’s strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student kindergarten through 8th grade hosts a student led conference explaining to their parent and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule. Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings.|At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships.|5|5|5|5|4|4|5|4|5|5|5|4|2021-06-15||2021 29663400000000|Nevada City Elementary|3|NCSD had seven additional committees during 2020-2021, as a result of COVID, to plan for the school year, These teams discussed student mental health, safety, school schedules, special education, and staff wellness. These committees represented all stakeholder groups with the goal of gathering a variety of input on decisions.|The NCSD website parent section is updated weekly with current information for families on multiple content areas including Student Success Team meetings, Complaint Procedure, Special Education rights, and educational resources in our community to name a few. Teachers formally meet with families for parent conferences twice a year and as needed to share student progress.|This is an area of strength for NCSD. In normal years, we have a high level engagement from parents, a large number of volunteers on campus, and a high rate of return on family surveys. Based on school surveys in the last two years, NCSD scores above 96% consistently on creating a welcoming environment, keeping families informed, and providing meaningful opportunities for participation. 98% of parents report they find caring adults on both campuses. An area of improvement is learning about the cultures in our community, specifically not scheduling events that conflict with holidays celebrated by these groups of families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 29663570000000|Nevada Joint Union High|3|Based on the 2020-21 LCAP Survey, 772.6% of parents agree or somewhat agree that they are encouraged to provide input on and participate in decision-making at their school. 83.2% of parents agree or somewhat agree that they are well-informed about educational services and changes at the school.|Faculty and staff are encouraged to develop appropriate avenues for two-way communication between families and students. Progress has been made in this area over the past two year, with the COVD pandemic serving as the catalyst for such change. All teachers have committed to using a summon LMS (Schoology) which has strengthened two way communication between faculty, students and parents. All students have district email accounts, and are a part of our email directory for staff to access. Students also have access to teacher email addresses through active directory. Families of underrepresented students are sought out for participation in school site council groups, as well as the district LCAP/stakeholder engagement committee.|The district exercises an exemplary process for creating opportunities for families to participate in meaningful ways. Besides your typical student and family events (back to school nights, school site councils, EL parent nights, ELPAC, advisory committees, etc.) school sites also offer 8th grade student invitation days, incoming 9th grade parent evenings, cash for college events, career nights, and a multitude of other events targeting parents and families. Additionally, the district facilitates a robust stakeholder engagement process as a part of the LCAP development process. This process includes equal representation from all stakeholder groups (36 participants in total) over the course of three full days.|4|4|4|5|2|3|2|3|4|5|4|4|2021-10-13||2021 29663570124834|Sierra Academy of Expeditionary Learning|3|Decisions are made at SAEL through a shared leadership approach. This means the administration works closely with the representative Site Council to advise the representative SAEL Board of Directors on how best to achieve the goals as outlined in our LCAP, Charter, and WASC report. The Crew Council leadership group as well as the GSA Club and Equity Club support student leadership and the using of student voice in leadership at SAEL. Our goals are directly in line with our budget and decisions made about the budget. There are representatives on our Site Council and Board with students of color, students who identify as LGBTQIA, students eligible for free and reduced lunch, and students with special learning needs. There are approximately 1-2% of students and families identified as foster youth or experiencing homelessness at the school and these families are reached out to for connection, feedback, and support. This takes a concerted effort to ensure all families are included and supported to engage with the school to provide feedback on how best the school can support all learners and to have this feedback incorporated into decision making. The Site Council has representatives from student leadership, staff leadership, teacher leadership, PTC leadership, and Admin. Every LCAP, Charter Renewal, and WASC visit there are representative groups contributing to the work and feedback. It is an ongoing process that needs constant attention to ensure there is representation on policy-making and influencing groups as well as in the annual surveys, All Family Meetings, Student Led Conferences, and PTC meetings to ensure that underrepresented groups are heard from, welcomed, actively encouraged to attend, recruited, retained, and supported to be heard equitably.|SAEL works continuously to build staff capacity in engaging with all families and students in our community. This means staff engage in PD and are provided resources about student and family engagement. Staff are trained in how best to support all families from daily interactions to having a trauma-informed, compassionate approach to working with students and families in general. Our Special Education Coordinator supports and attends PD and is continually available for staff consultation as well. Students are placed in a ~15:1 student to teacher ratio in Crew or Advisory class and this allows for families to have a ~15:1 ratio with their Crew Advisor for questions, concerns, check ins, and Student Led Conferences, when possible. This allows for regular 2 way communication to happen more directly with teaching staff. Our Character Dean and Guidance Counselor are also available with an open door policy in order to ensure all students and families have access to proactive and reactive wellness, college & career, socioemotional, and character supports. SLCs or connection check ins during sitance learning allows one on one check ins to occur in addition to All Family Meetings, SAEL Survey, CHKS survey, Coffee with the Principal, PTC Meetings, Senior Character Focus Group, Site Council, WASC Committees, and Charter Renewal Groups. In general, all staff are trained and supported in welcoming all families and learners to our school as well as how best to do this through the research-based, nationally recognized EL Education learning model. The learning model values both Diversity and Inclusion and this is written into our Charter documents, WASC report, LCAP, etc. as well as seen in practice. We are a charter school with representative student subgroup percentages that match and sometimes exceed our County. The school will continue to engage in targeted outreach for recruitment to ensure a diverse group of learners continues to attend the school. This looks like posting specific information about recruitment in local online groups like Sierra Madres and Padres and ensuring all staff continues to be trained in culturally responsive interactions, teaching, and learning. This also looks like info sessions provided to students who engage in the local Friendship Club as well as ensuring community support agencies are aware of our program so they will continue to recommend our program. Representative bodies like the Board of Directors, Site Council, WASC Committees, Charter Renewal groups, and the PTC will continue to be representative of the community, but this takes continual attention to ensure it continues. Currently students of color, students with special learning needs, students identifying as LGBTQIA, and students eligible for free and reduced lunch are represented through our official decision making bodies and this must be ensured every year and in every opportunity.|"The LEA has a great deal of connection with our families in the community, but during a distance learning world this was difficult to sustain on the highest levels. We have an ""open door"" policy which has meant all families have the opportunity to connect with staff, teachers, guidance, character, and admin members of our staff community. Our strength is that the Crew or Advisory model already has a 1:1 student / family to staff Advisor approach which has allowed connection, support, two way communication, and a strengths-based approach to this work. We worked to shift traditions and connections online as needed while still returning to in person learning to create a holistically, intersectionally, equitably welcoming environment."|5|5|4|5|5|4|5|4|5|4|4|4|2021-06-17||2021 29663730000000|Pleasant Ridge Union Elementary|3|Pleasant Ridge Union School District encounter challenges in engaging parents during the pandemic. The schools and the district were very effective in communicating the changes that occurred during the pandemic. The district also conducted planning meetings virtually and in-person to develop a comprehensive district-wide plan. Through all of the difficulties, PRUSD was very successful in communicating throughout the school year.|Pleasant Ridge Union School District continues to develop positive relationships with all members of the learning community to address the needs of staff and students. The district did so by conducting planning meetings and address the barriers when they occurred due to the pandemic.|Pleasant Ridge Union School District continues to seek parent engagement for planning, staffing, and supporting student progress throughout the school year. Last year was very difficult as we only had students attend school without members from the community engaging with staff and students on campus due to the pandemic. Our goal was to have 180 days of in-person instruction without quarantining due to COVID-19 positive cases on campus. PRUSD was very successful in accomplishing this goal. Parents and community members were instrumental in helping develop the new LCAP in the spring of 2021. We had approximately 25 members of the learning community provide feedback on how to support learning loss. Once again this process built trust and empowered members to take an active role in establishing positive learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-22||2021 29663730136424|Arete Charter Academy|3|A district budget planning workshop was held on March 16 and March 23, 2021 from 5:00-7:30pm. Parents, teachers, administrators, and board members of Arete Charter Academy and PRSD were all invited to participate. The workshops were broadcast on YouTube for anyone who was unable to attend in person. Participating members of the workshops were asked to identify the needs of students in seven categories (Math Instruction, Math Instruction - Short Term, ELA Instruction, ELA Instruction - Short term, Social-Emotional Needs, Environmental Needs - M&O, and Engagement) as well as the best methods for addressing those needs. These priorities were then shared with all of the Arete parent community via a survey for additional feedback. Arete began planning for the LCAP back in August of 2020 meeting with the Education Advisory Committee (EAC) (classified, certificated, parents, and management representation) to review the progress of our annual goals and gather information through LCAP progress monitoring. We met three times throughout the school year in order to gather data and change ideas to present to our Board of Trustees. A recurring theme that surfaced out of the meetings in the 2020-2021 school year, was to add more social-emotional support. We will renew efforts to involve underrepresented families in decision making.|Parents are invited to be on the Parent Action Committee which includes representatives from the following: teachers, administrators, students, parents, and community members. The Parent Action Committee meets at least three times per year. We discuss school goals and student progress on indicators described in the LCAP. We also develop ideas for school field trips, enrichment opportunities and school engagement activities. During the Fall of 2020, Winter of 2021, and Spring of 2021 an invitation was sent to all parents inviting them to participate in the Parent Action Committee meeting. We are posting on our school website and Facebook reaching out to engage a wider variety of families.|In April of 2021, parents and students were asked to participate in a survey to provide input on the development of educational and school climate goals. Additionally, parents and students are interviewed at each 20 day Parent-Student-Teacher Triad meeting to discuss needs and concerns. One of Arete's strengths is that 100% of student’s parents are contacted at least one time a week whether in person, by phone, email, or online chat. An area of needed improvement is that 28% of parents completed the Parent Survey in 2021. We would like to increase the amount of parents completing the parent surveys by 5%. It is our goal next year to have more engagement with underrepresented families. We are offering more Family Engagement Activities at night so more working families can attend.|4|4|4|5|4|3|5|3|4|3|4|3|2021-06-22||2021 29664070000000|Union Hill Elementary|3|The district has a strong Site Council and strong leadership in the Parent Teacher Club and boosters. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many of parents shared that the school allows input and welcomes contributions although some parents feel the school should seek additional parent input before making important decisions. The district will focus on recruiting underrepresented parents to participate in committees that make recommendations to the principal and superintendent.|"Local surveys as well as the Healthy Kids Survey indicates that our parents and community partners feel very positive about Union Hill School District. For example, our Parent Local Control Accountability survey states the following: * 90% state positive relationships with their teachers. * 85% state that Union Hill School District communicates effectively. * Over 80% responded positively about classroom instruction and support. Identified needs include: 1. Additional systems and structures be put into place that supports a collaborative structure to ensure all voices are heard and valued. 2. Develop a more engaging communication and information structure. Union Hill School District developed a robust LCAP Goal 4 to further engage and support our parents and community partners including a Superintendent's Advisory Council, an on-going Board of Trustees Collaborative, a new communication structure, and a new robust online information web page."|"During the 2020-2021 school year, Union Hill had a difficult time engaging our families and community partners. However, we were able to achieve reciprocal communication for the purpose of decision-making on health and safety measures as well educational outcomes and scheduling students. Parents are strongly encouraged to participate in their child’s education through the pandemic as well as during ""normal"" school years. We have a very strong parent and community base. Normally, each classroom has several volunteer to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress. Regardless of the pandemic and developing a new model to support students and families, 2020-2021 Healthy Kids Survey stated the following: 1. Parents feel welcome at Union Hill School District. 2. Parents feel well-informed at Union Hill School District. 3. Parents feel that the school district promptly responds to their needs."|4|3|4|4|2|4|4|5|4|4|3|4|2021-06-15||2021 29664076027197|Union Hill Elementary|3|The district has a strong Site Council and strong leadership in the Parent Teacher Club and boosters. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions although only 68% of parents feel the school seeks parent input before making important decisions. The district will focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services.|Of the approximately 450 households and 690 students in Union Hill School District 217 surveys were returned for a completion rate of 48%. This is very high as school surveys go. The district chose this survey as it has been in place for several years and has a good response rate. The district also surveys parents each year using California Healthy Kids Survey. The results of both surveys are analyzed and presented to the board annually. The district evaluates the surveys and adjusts its focus each year based on responses from parents. Building a positive environment with regard to student behavior is the identified focus for 2019. Parents feel that negative student relationships are causing distress and a lack of focus on learning. The district will focus on implementing Positive Behavior Interventions and Supports during the 2021-2022 school year.|"During the 2020-2021 school year, Union Hill had a difficult time engaging our families and community partners. However, we were able to achieve reciprocal communication for the purpose of decision-making on health and safety measures as well educational outcomes and scheduling students. Parents are strongly encouraged to participate in their child’s education through the pandemic as well as during ""normal"" school years. We have a very strong parent and community base. Normally, each classroom has several volunteer to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress. Regardless of the pandemic and developing a new model to support our students and families, 2020-2021 Healthy Kids Survey stated the following: 1. Parents feel welcome at Union Hill School District. 2. Parents feel well-informed at Union Hill School District. 3. Parents feel that the school district promptly responds to their needs. 4. Parents encourage active participation in their child's education. 5. Parents feel that the school district takes their concerns seriously. The identified need is that Union Hill needs to be more proactive in seeking input before making important decisions."|4|3|4|4|2|4|4|5|4|4|3|4|2021-06-15||2021 29664150000000|Twin Ridges Elementary|3|Site Council, Parent Teacher Club, and Board meetings are promoted and publicized within our school community. We could improve engagement by phone calls to families.|Teachers are being offered additional professional development to strengthen their ability to engage students for a more positive outcome. The District will include underrepresented families in the decision making process through surveys and phone calls home.|Due to the fact that not all families have internet, we use School Messenger to communicate weekly. We could work to have School Messenger translate messages to Spanish.|3|3|3|3|3|3|3|3|3|3|3|3|2021-10-12||2021 29768770000000|Penn Valley Union Elementary|3|The sites do a great job at creating multiple avenues for parent participation through PTC/PTO, SSC, and family nights. Our biggest challenge is getting parents to engage on a regular basis. One avenue we have been successful offering an online meeting platforms such as Zoom.|With many new teachers, the district will focus on helping staff partner with families on a regular basis. Trauma-informed practiced is an area we will continue to focus on as we had prior to the pandemic.|Staff go above and beyond to support families and their students. Sites have multiple family nights to build relationships and gain trust and support throughout the school year. Teachers, administrators, and classified staff all have open-door policies that encourage consistent communication with families and community members. New staff will receive training on expectations to ensure this maintains as the model for all staff members. An area of focus going forward is to re-engage families and learn about current needs. Since the pandemic, life has drastically chaned for many and our goal is to be a safe place to provide necessary supports to ensure student social-emotional and academic success.|5|5|4|4|3|4|5|4|4|4|4|4|2021-06-09||2021 29768776111371|Vantage Point Charter|3|The VP staff does an excellent job at creating multiple avenues for parent participation. Our biggest challenge is getting parents to engage on a regular basis outside of 1:1 meetings. One area that has been successful is utilizing online meeting platforms such as zoom to engage parents.|With two new teachers, VP will focus on helping staff partner with families on a regular basis outside of 1:1 meetings. Trauma informed practiced is an area we will continue to focus on as we had been prior to the pandemic.|Staff go above and beyond to support families and their students. Family events are held throughout the year to encourage parent engagement and input. Charter Advisory Council meetings are held and open to all parents wishing to attend. Because parents have weekly meetings with staff, attendance at family events tends to be low. However, 1:1 meetings are a huge success as parents wish to connect with staff on a regular basis. Teachers, administrators and classified staff all have open door policies that encourage consistent communication with families and community members. An area of focus going forward is to encourage and increase engagement in CAC meetings.|5|5|5|5|4|4|5|5|4|5|5|5|2021-06-09||2021 30103060000000|Orange County Department of Education|3|The Orange County Department of Education strives for all stakeholders to feel heard, valued, and included in the school's continuous improvement process. The school encourages families to to participate actively in decision-making groups such as ELAC/DELAC, School Site Council, and LCAP Parent Advisory Committees, and also encourages families to share feedback at more informal meetings such as Coffee with the Principal. To facilitate engagement of underrepresented families, meetings and events are held at times and locations preferred by families, interpretation is provided, transportation is available, and activities are offered to families with young children. Meetings are also held on virtual platforms to increase accessibility for working families. By building on trusting relationships, bilingual Family Community Liaisons has been effective in encouraging participation on committees and attendance at community meetings. To increase the capacity of parents to participate more fully in decision-making groups, the school will provide more parent education classes to empower parents with skills and knowledge to navigate the educational system. A Parent Ambassador program will be piloted to increase outreach to under-represented families. In addition, a Parent Orientation will be developed that will provide parents with an overview of engagement opportunities at the school.|The Orange County Department of Education values parents as full partners in their children's education. Administrators, teachers, and Family Community Liaisons have participated in training designed to build the dual capacity of the school community to work together with parents, such as Bridges Out of Poverty, Parent Liaison Certificate Training, and Cultural Proficiency. The school provides in-person and virtual opportunities for families to meet with teachers to discuss students academic progress and ways that parents can support their students' academic success at home, as outlined in the Family Engagement Policy. The school's personalized approach to student academic planning is a strength in this area. School Counselors provide guidance to students and their families with academic planning to ensure student success, and Transition Specialists provide support in choosing a career pathway and planning for college. To meet the needs that families have expressed on LCAP surveys, the school will increase opportunities for two-way communication, provide technical assistance to help parents access and utilize online remote learning tools, and develop virtual workshops on college and career preparation.|The Orange County Department of Education recognizes the importance of each family's cultural and linguistic assets, and welcomes and invites their contributions to the school community. Building authentic, trusting relationships has been identified as the most effective strategy for increasing engagement among under-represented families by Harvard researcher Dr. Karen Mapp. Following the best practices in Mapp's Dual-Capacity Framework, the school trains teams of families and staff in best practices for creating a welcoming, trauma-informed, and inclusive school environment. The school's Family Engagement Team, group of school staff, parents and community members, serve as a coordinating committee for family engagement activities, assisting the school to create a variety of opportunities for relationship building and two-way communication. Parent leaders are an integral component of these efforts, and the school actively seeks out parents to fulfil leadership roles, such as participating in advisory committees, and serving as Parent Ambassadors. The school strives to increase engagement of underrepresented families by providing additional training opportunities for parent leaders and school staff to learn together through the LEA's Family and Community Partnership Network, conferences, and workshops.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-16||2021 30103060126037|Samueli Academy|3|Over the past school year, two-way communication between staff and families/caregivers occurred on a regular basis as a result of distance learning and hybrid instruction in order to support the needs of our students. Family participation and engagement in monthly meetings increased eight-fold compared to typical (pre-COVID) school year. As a result, we made changes to schoolwork based on family input/feedback. An area for growth is to focus on more individual advisory groups now that our school has accomplished a significant increase in parent/caregiver participation.|Samueli Academy staff continues to improve its communication with families and has established and implemented a systematic approach to Student Study Teams (SST), which uses an assets-based approach when discussing students. Feedback collected from staff, students, and parents/caregivers over the past school year have resulted in a positive experience with SSTs. An area for growth is to increase the frequency of SSTs with greater staff input/feedback during these meetings.|This past year our staff focused on increasing family engagement by implementing ParentSquare to communicate with families. ParentSquare is connected to our student information system (SIS) with current family contact information. This app also translates messages to the designated primary language for each family/parent which allows teachers to freely communicate without worry about language barriers. Our staff has increased the use of the ParentSquare app over the course of the year with over 60 direct posts to families and almost 2,000 direct message communications with regards to student supports. An area for growth is to continue to strengthen the frequency of use of ParentSquare by our staff, which is an effective method of communication with families. We will measure our progress and impact through data collected on ParentSquare and our annual parent survey.|4|5|4|5|3|5|3|3|4|3|4|2|2021-06-22||2021 30103060132910|College and Career Preparatory Academy|3|CCPA values and seeks out the input of students/parents on the school's continuous improvement efforts, and encourages families to participate in advisory committees such as the ELAC/DELAC meetings, School Advisory Committee meetings and LCAP surveys. The accessibility of these meetings is a strength for CCPA. To facilitate participation by underrepresented families, advisory group meetings are held at times and locations preferred by students/parents, meetings are live-streamed and call-ins are available, interpretation is provided, transportation is available, and children's activities are offered. CCPA will continue to strive to improve by using the LCAP stakeholder surveys to identify the needs of the students to increase participation at these events. The School Advisory Committee exists to assist, advise and provide school administration with the broad base of input to improve school and student performance and to help design, develop, and implement workforce partnerships. Representatives from a variety of stakeholders are invited to serve on the committee to provide input and guidance. These stakeholders may include Orange County business leaders, workforce development partners, CCPA classified and certificated staff, students, parents, and other community partners.|To build effective partnerships for learning, CCPA provides regular opportunities for student/families to meet with teachers to discuss students' academic progress and ways that parents can support their children's academic success at home. In addition, the School Counselor and the Project Liaison meet with students one-on-one to assure that students are on track to graduate and also provide support to students and families with choosing a career pathway and planning for college. CCPA creates an Individualized Career Education Service Plan (IECSP) that identifies student needs and sets goals to support student success. As a focus for improvement, CCPA will provide staff development to train teachers in best practices for working effectively with underrepresented families. Additionally, to improve engagement for these underrepresented students, an elective class/workshop was made available. Every teacher was given the opportunity to have students participate in this four-part workshop series called Project GRIT (Generating Resilience to Inspire Transformation) Rethinking Youth from “AT-RISK” to “AT-PROMISE” Scholar System led by Dr. Victor Rios. This workshop provided students information on mentally preparing them for next steps in their life including courses on Career Inventory, From Failing to Plan to Planning to Succeed, From Dreamer to Achiever: One Step at a Time, and Mind, Body, and Soul.|CCPA has strived to create an inviting space for student learning at their school sites and has developed resource centers at each site for family and student use. CCPA teaching staff members have between 18-25 years of experience working with at-promise students. This vast source of knowledge is the strongest attribute of the program. To build capacity for authentic relationships with families from diverse backgrounds, staff have been trained in best practices for creating a welcoming and inclusive school environment. Staff development has included Bridges Out of Poverty, Cultural Proficiency, and Parent Liaison Certificate training. Bilingual staff members, who serve as a two-way communication bridge between the school, families, and community, are the school's greatest asset in this area. CCPA has increased opportunities for parent/family participation by mailing out a Parent Welcome Letter to students’ parents/guardians. Parents/families have the option to attend School Advisory Committee meetings, DELAC/ELAC meetings, open houses, financial aid workshops, college tours, and career and job fairs. To improve the engagement of underrepresented families, the school will align family engagement activities with culturally proficient practices and increase outreach efforts to underserved populations. While the pandemic created challenges for students to complete their work, as surveyed, 65% did not feel connected to school and 42% felt that other priorities were preventing them from completing schoolwork. CCPA has identified these needs and is in the process of hiring a Community Resource Specialist to improve the commitment of students and supporting the academic and social-emotional needs of all students.|4|4|4|4|3|3|4|4|4|4|4|4|2021-06-16||2021 30103060133785|Oxford Preparatory Academy - Saddleback Valley|3|When surveyed, approximately 70 percent of parents of Oxford Preparatory Academy (OPA) agreed that their input was sought for decision-making. Even during school closures, OPA families virtually participated in PTA (called Honour Society), School Site Council, and DELAC (District English Language Advisory Committee). Using the digital platform, we saw an increase in participation for most of our parent engagement events. Additionally, when there was a proposed change to the learning model, OPA leadership held Town Hall Meetings to give families an opportunity to share their feedback.|Oxford Preparatory Academy (OPA) has been focusing on partnering with families for many years. During hybrid and distance learning, OPA shifted to a virtual platform for professional learning and partnership with families. Information and resources were communicated weekly by teachers and school leadership. Staff utilized Zoom for parent meetings and student conferences. OPA will continue to focus on building collaborative partnerships with all families, including those who are underrepresented.|Oxford Preparatory Academy (OPA) has focused on building strong parent relationships at our school. Communication was especially important as we moved to virtual classrooms and a hybrid in-person model. We used technology to engage our students and families in 2-way communication for many events and to establish a welcoming environment for all of our families. When surveyed, 70% of our families agreed that OPA creates parent involvement opportunities and over half are aware of our parent education opportunities.|4|5|4|5|4|4|5|4|5|4|4|3|2021-06-24||2021 30103060134841|Orange County Workforce Innovation High|3|Strengths & Progress: Parents who participated in these interviews shared that they appreciated the opportunity to provide input into the school program, and that they receive many invitations. OCWIHS is already creating opportunities and promoting them to families effectively. Parents also shared that they feel connected to, welcomed by, and valued within the campus community despite the school transitions to remote learning due to COVID-19 this year. OCWIHS is already creating a positive and safe environment which invites open communication and makes families feel included. Focus Area for Improvement: Due, in part, to the pandemic and transitions to remote learning, fewer opportunities for ongoing parent involvement were offered. Parents who were actively engaged in providing input and contributing to school site decision making and activities in previous years expressed that there were not as many opportunities this year, and that they were not tech savvy enough to navigate the virtual events that they were invited to. They feel invited, but do not participate. OCWIHS will continue to offer a robust distance learning option in the new school year, as well as a return to our robust in-person instructional model to accommodate a gradual transition from COVID 19 pandemic protocols in accordance and with guidance from government health organizations. With this in mind, perhaps offering parent education workshops for using digital and distance learning tools like Zoom and Google Forms would build capacity for parents to engage in providing feedback and attending events virtually if that’s how they feel most comfortable. Underrepresented Families: Admittedly, very few parents accepted the invitation to participate in these interviews to provide feedback for our self-reflection. The parents who were willing to schedule phone call appointments to provide these insights are the same parents who tend to participate in many of our school activities and opportunities for engagement. OCWIHS could aim to successfully engage new parents and families to participate in these opportunities to be involved. Perhaps by providing childcare options or allowing parents to bring their young children to in-person / on-campus events (when COVID safety parameters allow), providing pizza for dinners to alleviate parents’ need to choose between attending a school function or making dinner for the family, and providing bus tokens to support parents and families who may not have reliable transportation to attend. This would eliminate some of the obstacles for families who would be interested in attending in-person events. Also, we may be able to reach a higher percentage of parents and families by providing incentives for participation, such as door prizes, shout-outs in a school newsletter publication for parents who have volunteered time or participated in committees, or an end-of-year luncheon to celebrate the parents and families who provide input and participate in our|"Parents reported in this interview process that they feel welcomed and invited to participate in a variety of opportunities to be involved in the campus community. Parents share that they feel comfortable reaching out and speaking with teachers and staff members to gain clarifications and more information. The school can improve parent partnerships to improve student outcomes by continually encouraging and informing parents of the opportunities to engage in ongoing participation, such as parent committees, where administrators are present and involved. Parents indicated that relationships between teachers, tutors, counselors, and families are well-developed, but that administration is not familiar. Perhaps hosting a virtual “Coffee with the Principals” open forum meeting would help increase administration’s visibility and connectivity to parents and families. The school meets with parents/guardians at the beginning of the year to plan out their students’ courses for the year. Regular check-in occurs monthly. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan, and progress updates. One parent reflected that the teachers, “They provided documentation at the beginning and encouraged us to ask questions.” Another parent stated that, the school staff was, “excellent about listening to my concerns after sharing with me about my legal rights. The school is respectful of my feedback."""|Feedback from parents indicates that OCWIHS is effective in using text messaging and phone calls to communicate with students’ families in a positive and welcoming way. Parents reported that they receive clear and frequent communications from a variety of school employees, indicating the wrap-around support of the OCWIHS team. Parents were very complimentary about the strong relationships between teachers and families. Since the survey responses collected are from a small sample of parents, the school could improve by setting a goal of engaging a higher percentage of our parent population in two-way communication. Some strategies for this may include hosting “Coffee with the Principal” virtual drop-in sessions for parents to come with their questions. Perhaps incentives could be provided, such as raffle tickets for participants who attend and ask questions. Parent/guardian outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 47 parents/guardians participating in the PAC/ELAC meetings. Additionally, there were 307 parents/guardians attending orientation, conferences, and award nights last year. Parents report the following, “Communication with school is always positive, sweet, patient, and welcoming,” and another parent stated that, ”mostly the communication has been via text or phone call, which is always clear.” Parents/guardians shared that the school has built trust with the students and parents/guardians. One parent shared, “My daughter has an IEP and the school reviews her goals and communicates with us each week regarding her goals and progress.”|5|5|5|5|2|5|5|4|5|4|4|4|2021-06-08||2021 30103060134940|Citrus Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. Families are involved in our WASC visits as well as in visits from our authorizer. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups, including District English Learner Advisory Committee (DELAC), and to collaborate with leadership for decision-making. We will collaborate with our Equity, Diversity, and Inclusion Team to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture, which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and/or newsletters. Personalized learning goals for every student are established in partnership with their families, so students work on goals in the school and home setting. Programs have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers’ and leaders’ abilities to partner with families. The school recognizes the need to be more intentional about the specific things teachers should do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families, especially underrepresented families. We have many bright spots across the school, where leaders are doing this quite well, and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA, and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finder assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide, we are focused on professional development for staff that strengthens their abilities to support students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures, traditions, and rituals. Also, we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips, and clearly communicating these opportunities to families. We have an Equity, Diversity, and Inclusion Team in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students and families are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2021-06-10||2021 30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|3|TLC offers several channels through which parents can engage with school leadership, including the School Site Council, and ELAC where parents provide input and feedback for all learners at the school. The Parent Representative on the school governing board voices topics of interest and concern for families, and additionally brings families updates and communications regarding the decisions under consideration by the board each month. In addition, the governing board conducts its own survey of parents and parent satisfaction as a component of the annual Executive Director review. Parent participation on the Principal’s Advisory Council is strong and has resulted in many improvements to the school safety plan and routine practices for the general benefit of the school community. In addition, bi-monthly Coffee with the Principal meetings enable parents to raise topics of concern and interest directly with school leadership, discuss LCAP Goals, and measurable outcomes, and families are also encouraged to meet with teachers or the school principal at any time (Team Meeting forms are available at all times in the school office, in both English and Spanish versions). In the upcoming year, TLC will work to increase and improve parent participation in the TLC Community Association (TLC-CA) to engage and support the developing parent community at the school. All TLC meetings are conducted in English and Spanish, and parents and all meeting notices are sent home in both languages as well.|TLC provides multiple opportunities for families to partner with school staff to ensure that all students are able to learn and make progress at school as outlined in our school’s LCAP Goal #3. At each trimester reporting period, families meet with teachers to learn about student strengths, challenges, and progress towards mastery of standards at the parent-teacher conferences. Student-led conferences occur in the Spring of each school year to provide students with opportunities to share their successes and major points of learning over the school year. Parent Workshops provided throughout the school year present parents with information on topics such as homework and reading with children, attendance, college and career readiness, neurodiversity, and learning differences. In addition, educational websites and apps such as Seesaw, SmartyAnts/Achieve3000, and MobyMax promote school-home communication and partnership for learning by enabling students to receive additional individualized practice for specific skills as needed. TLC plans to continue developing and providing information resources to families in the upcoming year to maximize family engagement and partnerships for student outcomes. Parent participation in the TLC-Community Association and Parent Workshops have resulted in a collaborative parent group that is assembling a resource library for other parents interested in learning about particular disabilities, student challenges and needs, and ways to promote learning and friendship at home. We look forward to continuing to support families in developing and expanding this parent network as well, and in supporting families to understand and exercise their legal rights and advocate for their child.|The community of families and students at TLC is highly diverse, and our full inclusion model school brings together students with and without disabilities as well as students who are culturally, linguistically, and socioeconomically diverse. There are several important routines and structures at TLC that contribute to building strong and meaningful relationships with families in our community, including 1) daily staff debriefs (“Collab” time) after school in which staff shares knowledge of the individual student and family needs as well as strategies for support and success; 2) weekly staff training that focuses on the particular cultural, linguistic, learning, and behavioral needs of students; and 3) to ensure linguistic access to all families, all school notices and materials are sent home in English and Spanish, and Parent Workshops and TLC Community Association meetings are conducted in both English and Spanish. TLC will seek to extend and improve the welcoming environments we create for families by offering additional opportunities for families to be involved in the school, such as volunteering for school events, gardening with students, and fundraising for special activities and programming. To ensure that underrepresented families are included and engaged, TLC will make sure to offer a diverse range of opportunities in terms of time, task, skill, and knowledge background to ensure that all families are able to be involved.|3|3|4|3|3|2|3|3|3|3|3|3|2021-06-15||2021 30103063030723|OCSA|3|OCSA administers a school-wide survey each year to gather insight and feedback from all stakeholders. The questions asked align with school-wide programming and WASC/LCAP Goals, Student Learning Outcomes (SLOs), and academic/arts program evaluation. This feedback is then analyzed and areas of strength and growth are addressed with appropriate stakeholders. OCSA has the following advisory groups that provide staff and families the opportunity to participate in the decision-making process: Parent Advisory Council (PAC groups) for individual Conservatory programs School Counselor Advisory Committee (SCAC) that is comprised of students, parents, staff, and community members that meet twice a year to review the school counseling program and share feedback on areas of strength and growth Parent Support Organization (PSO) parent education meetings where parents are invited to share insight, concerns, and suggestions related to various topics presented throughout the year President’s Circle is composed of current parents, alumni parents, and community members that meet throughout the school year to discuss school goals, initiatives, and provide feedback and suggestions for improvement. Coalition for Anti-Racism and Inclusion - a new group formulated in 2020 in response to national and local events that is composed of school staff, parents, and students. This group has made recommendations for OCSA to implement in order to further address equity issues on the OCSA campus as well as policy and procedural changes that can be enacted for responding to incidents of racism and discrimination. For the 2021-2022 school year, OCSA will strive to increase student and parent voice through existing parent organizations, and establish routine reporting cycles where the OCSA community is updated about progress made towards school wide initiatives suggested from the anti-racism and inclusion coalition and student culture boards (a collection of student leaders from BIPOC student clubs). This will also be supplemented by work done through the WASC review process as well as a new task force established to examine grading practices at OCSA.|OCSA strives to support our families and staff in various capacities. OCSA begins each school year with schoolwide professional development for all teachers to clarify and discuss schoolwide goals and initiatives. For families, the Student Services Office sends out monthly newsletters that focus on one of the 40 Developmental Assets each month with related articles and resources for supporting their child at home. Additionally, the Student Services Office provides parent education opportunities in regards to curriculum we present to students throughout the year: FAFSA workshops, annual enrollment meetings, annual College Night, 9th grade four-year plan and 11th/12th grade college planning meetings, etc., in which parents are invited to partake in. During the 2020-2021 school year, most of these meetings occurred digitally, and as preparations continue for the 2021-2022 school year, some digital meetings will continue to provide alternatives to maximize parent involvement. OCSA strives to support families in understanding and exercising their legal rights by posting their Charter School Parental Rights on OCSA’s website and the Student/Parent Handbook houses all school-wide information and expectations. For students with an IEP or 504 Plan, parents are apprised of their rights at the annual IEP or 504 meeting. For student support, OCSA has a tutorial block four days a week built into the school schedule where students have the opportunity to receive additional directed interventions with their teachers. When a student is struggling, counselors check in regularly with these students to provide additional support and coordinate SST (Student Support Team) meetings with respective teachers and parents to discuss directed interventions when necessary. During the 2020-2021 school year, multiple academic and conservatory instructional programs were conducted to evaluate the effectiveness for OCSA students. At the beginning of the school year, surveys were overwhelmingly positive for the distance learning program, but declined as distance learning continued until March 2021. Throughout the year, these results were shared with appropriate staff in order to make adjustments to best serve all students. OCSA uses Aeries as our Student Information System and utilizes AERIES Communications for class wide communications from teachers. Teachers have greater reach to their families because parents and students can select how they want to receive the messages (email and/or text). Growth areas continue to be supporting teachers who have a high number of students with IEP and/or 504 plans in their classrooms to build their capacity for working with the individual needs of each student.|Each year, OCSA administers school-wide surveys to gain insight and feedback from staff, students, and parents on various programming. During the 2020-2021 school year, OCSA administered multiple surveys to parents to assess the effectiveness of the instructional program, areas for improvement, and learning style preferences for students. OCSA staff also have the opportunity to participate in Professional Development opportunities that are relevant to continue to build their capacity in supporting their students. Teachers can apply for an individual PD grant each year, or their curriculum team may use designated funds on specific training relevant to their team. Since 2016, OCSA has started the school year with Welcome Week activities that support new families and students in the transition to OCSA to support their acclimation, understanding of our culture, and to help new students and families feel welcome and part of the OCSA family. OCSA also offers many parent education sessions throughout the year to support our parents as partners in their child’s education. OCSA Administration attends monthly Parent Support Organization (PSO) meetings where parents are able to interact directly, ask questions, receive updates on campus activities, etc. We also use Art Attack daily (what is happening on campus each day), weekly Friday communications, direct mailing, Google classroom, and Aeries Student Information System (SIS) to communicate directly with families in various capacities to ensure all families are informed. OCSA’s teachers and counseling team make a directed effort to learn about each student and their individual interests, cultures, etc., to enhance their learning experience. An area of growth that we will focus on in the 2021-2022 school year is supporting the social, emotional, and cultural needs of students and staff as we emerge from the pandemic, and return to full-time in-person learning. Much of the support will take the form of counseling and instructional supports for students, but also for staff in interacting with others again, and response to student learning needs.|5|5|4|4|4|5|5|5|4|4|4|4|2021-06-30||2021 30664230000000|Anaheim Elementary|3|Area of Strength: The LEA includes a diverse population of stakeholders in advisory and decision-making committees. This supported better understanding and communication throughout the pandemic-related school dismissal. Area of Focus: A continued area for growth is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at the school and district levels. Examples that offer this type of collaboration include PTA, School Site Council, parent surveys, parent workshop evaluations, and the Parent Leadership Institute. An area for continued growth is to enhance the opportunities to engage teachers in such collaboratives.|Area of Strength: Efforts to communicate with families, especially those with students struggling with attendance, were intensified. Ongoing communication regarding community and COVID resources was provided. Parents appreciate the weekly communications and would like that to continue. AESD used Google Meets to maintain numerous parent events as well as high levels of attendance at those events. Additionally, each school has a full-time Family and Community Engagement Specialist (FACES) who works with parents to bridge the home-school learning connection. Area of Focus: Continue to maintain high levels of parents participating in school events. Continue family outreach and use of an effective, sustainable communication structure that will work when students are back to in-person instruction five days a week. Continue to focus on supporting families with understanding and exercising their legal rights and to advocate for their own and all students.|Strengths: The Parent Engagement Reflection Tool Committee found multiple opportunities for the LEA and school sites to engage in two-way communication. Evidence of such opportunities include: principal chats, School Site Council meetings, parent/teacher conferences, communication apps (e.g. school Twitter feeds, Classroom Dojo), district committees, and various surveys soliciting parent feedback. Parents reported feeling connected with what was happening at school, even through distance learning. Staff reported feeling they had more direct communication with parents than in previous years. Wellness Wednesdays also provided opportunities to feel welcomed and connected. Area of Focus: Maintain high levels of communication with families next year when we return to full, in-person learning. Ensure communication is spread across multiple platforms consistently to reach more families.|4|4|4|4|4|5|5|3|4|4|4|4|2021-06-23||2021 30664230131417|Vibrant Minds Charter|3|All staff members are aware of the need to engage families in advisory groups and with decision-making. This is in alignment with Vibrant Minds Charter School’s philosophy of engaging all stakeholders in the co-creation of our school. All voices matter in all meetings with no distinction between the voices of the parents and staff. As mentioned previously, this comes naturally in a school in which 22% of the staff members are also parents. The School Site Council (SSC) meets on a monthly basis. The elected members are composed of four parents and four staff members. Additionally, one parent representative is elected to the VMCS School Board. The one area in which we have not achieved our desired level of parent engagement and decision-making is in the English Learner Advisory Committee. Many strategies are used to provide all families with opportunities to provide input on policies and programs. ParentSquare is one of our primary tools with its ability to send out messages and surveys. These communiques can be translated into a multitude of languages based upon the parents’ preferences. During the public monthly SSC Meetings, parents help to plan, design, implement, and evaluate family engagement activities. Additionally, members of F.A.S.T. (Family and Staff Team), which is analogous to a PTA, also create, coordinate, and implement family activities to connect our families and staff with each other. Again, the Covid-19 pandemic resulted in the cancellation of many of our family events for close to 1 ˝ years. Our goal is to reclaim our family events this school year, even if there needs to be some modifications.|Vibrant Minds Charter School is both a school and a district with an enrollment of 240 scholars. In the 2021-2022 school year, 59 families have from two to four siblings enrolled in our school for a total of 127 scholars. Therefore, the actual number of families engaged in our school is 172. This supports a highly personalized home/school relationship in which parents are known on a first name basis, and no one is “invisible” at our school. The development of authentic partnerships with families is easier because of our smallness. While we have experienced professional development to raise our cultural awareness of our scholars, families, and colleagues through Baba the Storyteller, our parents are our primary mentors when it comes to understanding how to best serve their scholars and families. One of the benefits of the forced implementation of a distance learning model due to the Covid-19 pandemic was the level of transparency when it came to providing families with information and resources to support scholar learning and development in the home. Because we were delivering daily instruction to our scholars’ homes via Zoom, our parents were able to see our scholars and teachers in action. We also integrated many Internet-based learning resources, which we continue to use during in-person instruction. Our parents developed a foundation of information and resources to support their scholars while learning occurred at home, and we intend to build upon this base. Additionally, we are coordinating a series of parent sessions to support our scholars’ social-emotional well-being since there are many indicators that this is an area of need. The amount of informal and formal communication between the staff and parents is high. All staff members are highly accessible to meet with parents to discuss each scholar’s academic progress and behavioral choices. In addition to the day-to-day interactions, we have Parent/Teacher Conferences after the first and second trimesters. The expectation is 100% attendance. This year, we will return to the face-to-face model, with Zoom being the 2nd option. As a school of choice, our parents tend to be well informed as to the educational rights of their scholars. They are strong advocates for their scholars, as well as the scholars of others. They are highly involved in the decisions made about our school’s program, and one parent is elected to be a member of the School Board. We have set as a goal the establishment of a strong English Language Advisory Committee (ELAC). It has been difficult to have consistent attendance at the monthly meetings. Additionally, we need to regain the momentum that was lost during the pandemic when it comes to high levels of parent engagement.|Vibrant Minds Charter School (VMCS) is built on the concept of co-creation in which staff and families work together to implement a high quality learning experience for our scholars in Grades TK-6. Because our school's existence is dependent upon parents choosing to enroll their scholars in VMCS, we are very serious about maintaining an authentic home/school partnership. We endeavor to be a school families love. Our co-creation process requires a reduced distinction between staff and families so all perspectives are equally heard, honored, and taken into consideration. This is helped by the fact that many of our staff members are also parents/relatives of scholars attending VMCS, which positively blurs the distinction between staff and families. As of this report, 11 out of 49 staff members (22%) are also parents or relatives of one or more scholars. Based on school-created surveys, trusting and respectful relationships have been established between staff and parents. Parents feel welcomed, regardless of their socioeconomic status, primary language, ethnicity, sexual orientation, and/or religion. Many of the staff members share the scholars’ culture, with 23 out of 49 staff members (49%) identified as Hispanic. The remainder of the staff is also highly diverse, which permits scholars to have experiences from adults who have similar and dissimilar backgrounds from themselves. We believe this permits us to have courageous conversations about acceptance for each other. Additionally, we have had Baba the Storyteller work with the scholars, staff, and now parents on how to listen closely to and respect each other. As far as communication, we send out many messages via ParentSquare, which does an excellent job of translating messages into all languages spoken by our families. It also permits the parents to respond in their primary language, which is then translated into English for the school recipient of the message. Additionally, on staff we have 21 members who speak Spanish, 3 who speak French, 2 who speak Vietnamese, 1 who speaks Arabic, 1 who speaks Korean, 1 who speaks Mandarin Chinese,1 who speaks Portuguese, 1 who speaks Taiwanese, and 1 who signs. The bilingualism of our staff creates a strong network of language support for our families, and it demonstrates that being bilingual is an asset. During the pandemic, it has been difficult to sustain the same level of family engagement. So much of our relationship building between home and school has been dependent upon special events that bring our school community together. We are putting as many of these events into place as possible again, although there are still a number of Covid-19 precautions that pose as barriers. However, as the pandemic is becoming less of a threat, we are planning more events. And, we are hopeful that there will be a return to classroom volunteerism, school tours, family events, etc. This is our area of growth and hope for the 2021-2022 school year and beyond.|5|5|4|5|4|4|5|5|5|4|5|5|2021-10-13||2021 30664310000000|Anaheim Union High|3|The Anaheim Union High School District ?provides meaningful educational engagement opportunities for all parents to advocate for all students. The robust family engagement program includes numerous parent advisory committees and our efforts have resulted in increased engagement and parent capacity to participate in the decision making process. Below are the responses for two questions found on our LCAP Parent Survey that is evidence of the increased empowerment for parents to participate in decision making opportunities. There are multiple ways for parents to get involved at my child’s school. 5,734 Responses Strongly agree 54% Somewhat agree 27% for a total of 81% of parents feeling satisfied 2. When I contact my child’s school, I feel the school is inviting. 5,747 Responses Strongly agree 55% Somewhat agree 28% for a total of 82% of parents feeling satisfied In AUHSD, parent voice in the decision-making process is crucial. Every school has an active School Site Council which meets to advise the creation and implementation of the School Plan for Student Achievement. In addition, our schools have strong English Learner Advisory Committees whose purpose is to provide input on programs and services for English Learners. Our District English Learner Advisory Committee (DELAC) is driven by an executive board, made up of parents from diverse backgrounds, which reflects the diversity in our District. This amazing executive board advocates for all students, using data to guide their work. The DELAC collaborates with District leaders to ensure equity of voice and to achieve outcomes that support student achievement. In addition to these parent opportunities to participate in decision making, our superintendent has established regular meetings with the Superintendent's Parent Advisory Council. At these meetings, parent leaders from across the District provide input on important issues that guide decisions impacting student learning and social emotional well-being. We are proud that our continued advocacy for family engagement has led to an increased number of parent participants in the LCAP process and as a result, our district has become a model district in the stakeholder involvement process, allowing us to share best practices with many across California. We collectively have agreed to shift our LCAP goal to the following: “Provide meaningful educational engagement opportunities for all parents and families to advocate for all students.” We believe in the intentional shift of our LCAP goal as parent involvement focuses on “doing to” parents and using our voices to direct more of the action. On the other hand, family engagement is focused on “doing with”, which means we are asked to listen to our families and create a stronger partnership in order to support their children in reaching college, career and life success.|This past year has definitely been a challenge for all families in AUHSD. The pandemic has hit our community hard, but we have managed to continue our ongoing efforts to empower parents and families to advocate for their children, while we continue to strengthen trusting relationships. The AUHSD created the Virtual Parent Leadership Academy (VPLA) during the 2020-21 school year. We pivoted from our traditional Parent Leadership Academy to the VPLA to ensure that families had the necessary tools to continue to support their children through distance learning. The VPLA curriculum includes modules devoted to understanding how distance learning works, how parents can support their children at home, how to communicate with school staff, how to navigate through the technology being implemented through distance learning, and most importantly, how to support the mental health and well-being of their children through these difficult times. Another unique opportunity for parents to establish relationships with school staff is our Virtual Parent Learning Walks. All parents are encouraged to participate in the process of visiting classrooms virtually to observe 21st Century Instruction firsthand. Parents are then led through a guided reflection on what they observed and how they can support the distance learning process at home. This helps parents feel connected to their children's’ teachers and other support staff and they are more likely to reach out for help and support from school staff, which in turn, strengthens those relationships.|AUHSD has created systems and structures to ensure that our schools are working hard on building strong trusting relationships with our families and all stakeholders. Every school has a family resource center staffed with a Family and Community Engagement Specialist whose job is to establish programs that will allow families to feel included in the school community. By doing so, families develop strong relationships among all school personnel and vice versa. Families are able to come onto our campuses and feel that there is a space for them to meet, collaborate, learn, and share experiences with each other and also with school staff. This process has allowed our families to feel they are a true partner in the education of their children. AUHSD has also had challenges with assuring that all families feel included and we are working hard to reach ALL families. One thing we are working on is to do more home visits to reach families that otherwise would not come onto our campuses for different reasons. We want to make sure that we are being inclusive of all families and creating spaces for them to establish trusting relationships with our staff, even if they don’t participate physically.|4|4|3|4|3|4|3|4|4|4|4|3|2021-06-17||2021 30664490000000|Brea-Olinda Unified|3|BOUSD's current strengths in Seeking Input for Decision Making lie heavily in creating a transparent process by which stakeholder feedback is sought out and shared. A critical part of our LCAP development involves meeting with stakeholder groups through various formats so that their feedback is authentic and accurately represented in our Goal Actions. BOUSD meets with student groups, parent groups, certificated, classified and leadership groups, and also invites all stakeholders to share their insight via surveys and conversation. This year, BOUSD will continue to strengthen engagement percentages with our underrepresented families in seeking input for decision making by being intentional in providing inclusivity-centric considerations with all stakeholder engagement and feedback opportunities. This involves ensuring that language interpreters are present at parent engagement opportunities, that surveys are interpreted into home languages, childcare is offered and that meeting times occur at a time that best accommodates our underrepresented families, along with increased, personalized outreach.|BOUSD's current strengths in Building Strengths for Student Outcomes lie heavily in creating diverse, SEL/empathy-based experiences that build trust and increase connection and trust with families. Our leadership team opened the 2021-2022 year with an emphasis in creating psychologically-safe environments at the site level. As a foundational piece, this commitment to ensuring that stakeholders feels safe to ask questions and engage helps build a foundation from which all of our approaches towards student and community partnership emerge. This year, BOUSD will continue to strengthen engagement percentages with our underrepresented families in discussions that address partnerships for student outcomes by being intentional in making inclusivity-centric considerations with all stakeholder engagement opportunities. This involves ensuring that language interpreters are present at parent engagement opportunities, childcare is offered and that meeting times occur at a time that best accommodates our underrepresented families, along with increased, personalized outreach.|BOUSD has been successful in creating a wide range of activities that foster and invite community engagement with all stakeholders. Through diverse engagement opportunities such as in-person meetings, town halls, surveys, phone calls, mass communication technologies, and informal connections and discussions, BOUSD has increased stakeholder engagement, by taking specific needs for different groups into consideration. BOUSD remains committed in strengthening our relationships and increasing engagement with our underrepresented families by embracing inclusivity-centric approaches towards outreach. This involves ensuring that language interpreters are present at parent engagement opportunities, childcare is offered and that meeting times occur at a time that best accommodates our underrepresented families, along with increased, personalized outreach.|4|4|4|4|4|4|4|4|4|4|4|4|2021-11-18||2021 30664560000000|Buena Park Elementary|3|As part of the engagement process, the District provides numerous opportunities for parents to share feedback and make decisions about District services and programs, as well as participating in District initiatives. Examples include LCAP Survey, Focus Group interviews and the development of the LCAP plan through participation in the LCAP Steering Committee. Parents also take part in our English Learner Advisory Committee (ELAC and District ELAC) that provides a forum for parents to provide input to our Principals, Superintendent and the District Governing Board concerning programs for English Learners (ELs). Parents also have the opportunity to participate in each school’s school site council made up of teachers, parents, and classified employees. Each school site council works with the principal to develop, review and evaluate the effectiveness of school programs. Site budgets are aligned with priorities within the SPSA.|The Buena Park School District believes in partnering and engaging with parents to provide students with a high-quality education that is responsive to students’ needs. To increase our families’ awareness and understanding of all programs and opportunities that are offered at schools, the District has increased the amount of information about each of our Passion program for each school. Through Parentsquare and Aeries platform, all students and families are being informed of all site programs, test scores and report cards and critical safety updates. New in 2020-21, Panorama surveys were added to gauge SEL levels of students and inform the district of support systems that may be needed. Teachers have been provided training in a wide range of content areas both for online and in-person instruction. Parent workshops/training were provided (and continues to be) in topics ranging from how to support your English language learner, learning apps, and fitness/wellness.|In the Buena Park School District building relationships between school staff and families is a priority. We understand the importance of having intentional and trusting partnerships to create a healthy learning environment for all students. We have built a system of two-way communication primarily through Parentsquare where 99.4% of families are connected through email, texting or using the app. Parents and guardians have the option of sending direct messages to staff through the app. The program has the ability for families to view messages in their native language which is meaningful for our English learner families. In the 20-21 LCAP survey, almost 97% of surveyed families stated they receive documents and communications from their school in their preferred language. In the classroom, the learning management systems, Seesaw (elementary) and Canvas (middle school), are used daily keeping students and families connected to academic content. The District actively maintains a website and social media to share out information. Of the surveyed families 91.5% stated they were satisfied with communication between school and home and 93% stated they were satisfied with the communication between their child’s teacher and home. We have a team of Bilingual Service Providers who are available for translation and interpretation services. Parent meetings and surveys are given in multiple languages to measure school climate and families provide input, feedback and help support LCAP priorities. In the 20-21 LCAP survey 91% of our families believed that there is someone at the school that they can easily talk in their preferred language. BPSD has a Family Services Specialist who supports our families by organizing parent trainings, meetings and providing academic and social-emotional resources. Board meetings, information meetings and parent trainings offer translation for families. One area that we are building on is training staff in cultural responsiveness and additional strategies for parent/family engagement.|5|4|4|5|4|5|4|4|4|4|4|4|2021-10-11||2021 30664640000000|Capistrano Unified|3|Over the past year, District staff have regularly sought the input from parents through surveys, focus groups, and meetings on a variety of pertinent topics such as satisfaction with program options and interests for reopening. During the next year, staff will focus on increasing the access to information for Spanish-speaking families through an increase in the translation of Board items, website pages, interpretation services, and a messaging pilot.|Staff implemented tiered reengagement strategies for students who were absent from distance and in-person learning or unengaged in instruction. Outreach strategies included phone calls, personal contacts to offer support, technical assistance for device and connectivity issues, targeted intervention programs, home visits, weekly checkins, contracts, after school online and in-person tutoring and revised schedules. A focus will be for all schools to implement support and intervention through a variety of ways including Student Success Team meetings, progress monitoring, summer program, a MTSS Specialist to support intervention, and a school cultural proficiency goal.|A Board approved multi-year cultural proficiency plan was adopted in December of 2020 to increase learning outcomes for all students and ensure an inclusive environment. A focus will be to continue to develop site and District guiding coalitions to implement the actions listed in the plan and regularly update the Board and community with the implementation plan progress.|4|4|3|4|3|3|4|4|4|4|3|4|2021-06-16||2021 30664640106765|California Connections Academy Southern California|3|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making. It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home. We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We are very proud of our bi-weekly contact rate with our students and their families. We will continue to work to increase this. Additionally, we will find ways to better communicate with our families in their home language.|4|5|3|5|4|5|4|4|4|4|4|4|2021-06-22||2021 30664640123729|Community Roots Academy|3|The Parent Participation Organization enables parents to participate in committees to give input on all aspects of student life. Room parents, volunteers, and committee chairs seek engagement among the parent community. We also utilize social media to keep parents involved and informed. We offer an annual Panorama school climate survey to all stakeholders, including parents. The results enable us to set goals for school growth. Administrator follow-up via email and phone call reached out to underrepresented parents to seek input. Additionally, multiple surveys were administered this past year to solicit feedback regarding program offerings and parent preferences during the pandemic. The area of growth is to expand communication in family home languages.|Community Roots Academy provides robust evidence-based professional development for all teachers and paraprofessionals to positively impact student outcomes. The focus includes academics, including how to communicate with families effectively. Weekly newsletters and regular family “Communique” emails provide updates and information. We partner with community-based organizations (Western Youth Services, Tilly’s Life Center, etc.) to provide our families with resources, including student health, parenting in the digital age, building resilient children, etc. Back-to-school nights, conferences, and Expo nights ensure regular communications and updates on student progress. Report cards and narratives, as well as weekly emails, ensure parents are aware of student progress.|Although our relationships were strong prior to the COVID pandemic, this year limited our connections and communication with families. We believe that our school is a very welcoming environment as we create many events throughout the school year for families to attend. Reestablish a parent welcoming committing to increase inclusiveness between existing families and new families at CRA. Committee will work with the administration and teachers to build lasting relationships with parents and be more inclusive of families new to CRA. We are creating an ELPAC parent committee. While we do have an International Day/Multicultural day, our communications are still mostly in English.|4|4|3|5|4|4|5|5|5|5|5|5|2021-06-21||2021 30664640124743|Oxford Preparatory Academy - South Orange County|3|When surveyed, approximately 70 percent of parents of Oxford Preparatory Academy (OPA) agreed that their input was sought for decision-making. Even during school closures, OPA families virtually participated in PTA (called Honour Society), School Site Council, and DELAC (District English Language Advisory Committee). Using the digital platform, we saw an increase in participation for most of our parent engagement events. Additionally, when there was a proposed change to the learning model, OPA leadership held Town Hall Meetings to give families an opportunity to share their feedback.|Oxford Preparatory Academy (OPA) has been focusing on partnering with families for many years. During hybrid and distance learning, OPA shifted to a virtual platform for professional learning and partnership with families. Information and resources were communicated weekly by teachers and school leadership. Staff utilized Zoom for parent meetings and student conferences. OPA will continue to focus on building collaborative partnerships with all families, including those who are underrepresented.|Oxford Preparatory Academy (OPA) has focused on building strong parent relationships at our school. Communication was especially important as we moved to virtual classrooms and a hybrid in-person model. We used technology to engage our students and families in 2-way communication for many events and to establish a welcoming environment for all of our families. When surveyed, 70% of our families agreed that OPA creates parent involvement opportunities and over half are aware of our parent education opportunities.|4|5|4|5|4|4|5|4|5|4|4|3|2021-06-24||2021 30664640140061|OCASA College Prep|3|OCASA seeks to promote parental and stakeholder participation in programs through the IEP/504 meeting process, participating on the WASC Committee as well as the WAS Committee visit, and opportunities to attend/speak at all Board Meetings. An area of growth for the upcoming school year is to build capacity with stakeholders through the implementation of a Parent Organization as well as a School Site Council.|Families of students with IEPs and 504s are invited to participate in all meetings and copies of parental rights are provided with the invitation and offered again in meetings. Teachers hold round table meetings with families to support student learning and improved student outcomes at any time there is a need. Families have real-time access to the Summit Learning Platform, Google Classroom, and PowerSchool Gradebook, which allows families to support student learning at home. Multiple parent meetings are held throughout the year to provide further information on how best to support student learning. An area of improvement will be to provide more professional development to our staff on how best to interact with our families in support of student outcomes.|Multiple surveys sent out to families regarding preference for virtual/in-person instruction. Multiple family meetings to share information and seek feedback from families. Parent Square communication system allows for translation into multiple language to ensure communication is accessible for all families. Providing interpreters for meetings and ensuring that materials are provided in Spanish is an area of growth for OCASA.|4|3|3|4|3|4|4|4|3|3|4|3|2021-06-15||2021 30664646117758|Journey|3|This local indicator has been met. Journey School values two-way communication and uses social media, email, ParentSquare (a communication application), Google's suite of tools, surveys, print materials, phone calls and in person meetings to communicate important information to all stakeholder groups in a timely fashion and allows for feedback/input. An area of focus is to improve information accessibility including publication in a variety of languages and providing more access to print materials.|This local indicator has been met. Journey School completes regular assessments of student achievement and social emotional well being. The data is communicated with parents via meetings, conferences and report cards. In terms of legal rights and advocacy, Journey communicates this information through our school handbook, website and at various meetings. An area of focus is to improve information accessibility including publication in a variety of languages and providing more access to print materials.|This local indicator has been met. Journey is a charter school that is founded on relationship based education. Staff and teachers recognize the importance of building partnerships with families to ensure that a child's home life is supportive of what is happening on campus and vice versa...that a child's school experience and curriculum offers those windows and mirrors for a child's culture, ethnicity and race to be recognized and valued. We have an active Diversity, Equity and Inclusion (DEI) working group on campus that will continue to discuss and develop strategies to engage underrepresented families. We plan to improve our DEI website and market our program from a lens of increasing diversity on our campus.|5|4|4|4|4|4|4|3|5|5|4|5|2021-06-22||2021 30664646120356|Opportunities for Learning - Capistrano|3|OFL Capistrano’s staff and leadership work to engage all stakeholders in the decision making process of the school. School leaders use structured staff time called Eagle Blocks to present, collaborate and come to a consensus for multiple school decisions through the school year. School leadership also has implemented open office hours where any staff have access to leadership if needed. This is in addition to set meetings, text messages and email communication to school leaders. This has continued in a distance learning format. Staff and school leaders go through survey results and plan initiatives and school goals with the responses. Staff also reviews participation data such as the amount of students and parents responded and if possible what specific student populations responded. For example in the school climate survey, demographics of responders are broken down for staff to review and take into consideration for their analysis. OFL Capistrano offers different avenues for families to contribute such as School Site Council, focus groups, parent safety committee, WASC focus groups and student groups like student council and run group. Some feedback from families that we have heard is offering more time for students to work with staff. OFL- Capistrano has implemented multiple night school hours as well as an open study hall time each day of the week to offer more time with credential staff. Although OFL Capistrano offers parent and student groups there is still growth needed in this area. During the 2020-2021 school year, OFL- Capistrano did see its highest parent participation at our virtual back to school night and learned that the convenience of a virtual platform as well as recording info has allowed for parents to attend/participate more. To ensure that OFL Capistrano continues to focus on staff, parent and student engagement to help with decision making and advocating for more participation in advisory groups. OFL Capistrano stakeholders identified the need to cultivate a safe and healthy learning environment and school climate through an increased emphasis on conducting meaningful stakeholder engagement opportunities and ensuring all stakeholders feel safe and a sense of connectedness to our program especially for our Foster Youth, Homeless, English Language Learners (EL), Students with Disabilities (SWD) and Socioeconomically Disadvantaged pupils (FRMP). Specifically, having a goal that is targeted at increasing meaningful stakeholder engagement opportunities and social emotional development like self advocacy and connectedness to the school. OFL Capistrano will strive for Full Implementation in seeking input from the entire school community with a targeted focus on parents.|OFL Capistrano continues to work on building relationships with students and their families. Involving our students and parents' voices in our decision making process is a vital part of building relationships with them. Multiple surveys were utilized to gather data on technology needs, return to school plans, academic offerings, extracurricular opportunities, safety and school connectedness. In addition, OFL Capistrano used a variety of platforms to engage students and their families. We have continued to hold parent conferences, especially for students targeted for intervention, IEP and 504 meetings through virtual platforms. This continues to allow for our families and students to advocate for their needs and legal rights to ensure that we support their success.Parent/student nights such as Back to School Night, FAFSA workshops, mental wellness workshops, School Psychologist support services and student groups were also transitioned to virtual platforms. These offerings continued to support student relationships and the social emotional well being of our families. During the 2020-2021 school year, OFL Capistrano remained responsive to the needs of its students and families. Students and families mentioned that students need more structured support in Math courses and in turn OFL Capistrano hired more instructional and support staff to meet this need. Although the school offers opportunities for engagement and feedback, overall participation rates are low. To ensure that OFL Capistrano continues to focus on parent and student engagement to help support student learning, support student advocacy and to improve student progress the school will work to cultivate a safe and healthy learning environment with specific metrics like improving parent engagement. Additionally, OFL Capistrano stakeholders will continue to strive for Full Implementation and Sustainability in providing professional learning and support to teachers and principals to improve the school’s capacity to partner with families by providing personnel professional development opportunities to better equip them in their specific field and support overall student academic progress, instruction and social emotional learning.|Despite the shift to distance learning due to the COVID-19 pandemic, OFL Capistrano's remained committed to continue building trusting relations with students and their families. OFL Capistrano continued many of its in-person practices and transitioned them to virtual platforms to ensure that the tailored approach to services and instructions continued to be offered as the entire community adapted to this new way of learning, teaching, receiving and providing services. OFL- Capistrano’s staff including counselors continued to meet with students and their families to discuss academic, personal, post-secondary goals. As the need to adjust goals for students was determined by staff and families, OFL Capistrano remained responsive to these needs. Incoming students continued to receive the necessary enrollment/registration support and resources to ensure that students of all subgroups, especially EL, Foster, Homeless, Low-Income and SWD were identified and staff understood their unique needs. Efforts to authentically engage with students and their families was pivotal during the shift to distance learning. Even though OFL Capistrano’s program by design requires daily/ weekly/ monthly communication with students and their families, it increased communication efforts during the 2020-2021 school year to ensure that students and parents were aware of school operation shifts, instructional adaptations, and stakeholder opportunities. Additionally, OFL- Capistrano diversified the communication platforms it utilized throughout the school year to ensure that parents continued to stay informed. OFL Capistrano will continue to strive for Full Implementation and Sustainability in the following areas: (1) progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children and (2) in developing multiple opportunities for the LEA to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Although OFL Capistrano has utilized its resources to provide translation in Spanish for school communications and ensure inclusion of this subgroup of speakers, it has not been able to incorporate the same resources to address the Farsi translations needed to ensure full access to this information for this small subgroup of families. Analysis of present and historical data of parent participation in surveys and scheduled school events have identified overall low-turnout rates. Parent engagement has proven to have a higher participation rate for one-on- one scheduled engagement opportunities instead. OFL- Capistrano did see an increase in participation with virtual platforms for the 2020-2021 school year but this is still an area of focus for the school for the upcoming school year.|5|5|4|4|4|5|5|4|3|3|3|3|2021-06-14||2021 30664800000000|Cypress Elementary|3|The Cypress School District continues to seek input for decision making in various ways. At the district level, we actively pursue seeking members and input on our District Advisory Council and our District English Language Advisory Committee. We promote our annual Local Control and Accountability Plan (LCAP) surveys and encourage sites to host focus groups for input. At the school sites, parents are welcome to participate as members of their School Site Councils, English Language Advisory Committees, and Parent Teacher Associations as parent representatives. As needed, interpretation services are made available for the meetings, as well as the translation of documentation. Seeking input and engagement from stakeholders such as staff, students, families, and community members continues to be a priority for the Cypress School District when making decisions.|Each school site actively promotes and welcomes parents to participate in activities and events throughout the school year. Additionally, all schools have processes in place to foster open communication between families and teachers, using a variety of methods and platforms, to discuss student progress and ways to work together to support improved student outcomes. An area for improvement that the district continues to focus its efforts toward is effectively sharing targeted information and resources to families as well as supporting all families and helping them understand and exercise their legal right to advocate for their students.|Districtwide, our staff strives to build strong relationships with our families. Teachers continue to create welcoming environments for not only their students but continue to build open communication with their students’ families through a variety of methods and platforms. Families are welcomed and encouraged to connect with their child’s teacher or principal at any time. To assist Korean speaking families, the district has a Korean translator who assists with providing interpretation for the family and document translations. For families who request assistance in languages other than English or Korean, the district contracts with multiple resources to provide on-demand interpretation services and document translation. The district continues to focus on improving its efforts of helping staff learning about family’s strengths and cultures, and has identified this as an area of improvement.|4|4|3|4|3|3|4|3|4|4|3|3|2021-06-10||2021 30665060000000|Fullerton Elementary|3|Fullerton School District has many site and District level committees and advisory groups that engage families in decision making such as the English Learner Advisory Committee (ELAC) , School Site Council (SSC), Local Control Accountability Plan (LCAP) committee. Families provide feedback through online surveys, suggestion boxes, and focus groups. The District holds five “Block Parties” to make parents familiar with the LCAP process and gather input into each of the four District LCAP goals. The District has a family empowerment program called “Champions for Learning” that engages parents in school and District level advocacy. These volunteers act as liaisons between parents and their sites and work closely with the school’s staff who guide the program. Parents/ guardians attend site and District events and share with their school community. Additionally, every school chooses one “Champion” to serve on the district’s Local Control Accountability Plan (LCAP) Committee. Eighty-nine (89%) percent of elementary parents and 82% of middle school families reported that they have opportunities to contribute to helping their school. Seventy-four percent of elementary families feel represented by parent/family groups (i.e. PTA). A focus area of improvement would be in providing all families with additional opportunities to provide input on policies and programs, and implementing more strategies to reach and seek input from any underrepresented groups in the school community. The District will continue to look for ways to increase communication, engagement and outreach to underrepresented communities through the use of District and school site social service assistants.|Fullerton School District understands the value of parent engagement in their child’s learning and strives to provide multiple and diverse types of opportunities for parents to feel welcomed as a partner in supporting and celebrating their child’s learning. Ratings on the 2019 elementary and middle school parent Youth Truth Surveys indicate strengths in the areas of creating a positive school culture (89%) in which they can engage (80%),with sufficient resources (80%) and regular communication (83%). Another strength of FSD’s efforts to partner with families for student learning, is in communicating with parents about their child’s progress (80%) and how parents can support their child’s success (83%). At the middle school level, a majority of parents responded favorably on the same categories, culture (78%), engagement (62%), resources (73%) and communication (61%). However, an area of growth indicated in the survey as well as the LCAP planning process, is in communicating with parents about their child’s progress (71%) and how parents can support their child’s success (58%). Fullerton School District also trains families on early literacy with materials and resources that ensures that students receive critical reading experiences crucial to preparing them for kindergarten and beyond. Additionally, families new to the country are trained in the School Smarts program to expose a wide range of parents to the big picture of how the education system works, and empowers them to maximize the success of their own children and schools. A focus area of improvement would be to further develop additional strategies for teachers to meet with families and students beyond parent teacher conferences to discuss student progress and ways to work together to support improved student outcomes. The District will continue to support teachers in this area and to improve the engagement of underrepresented families by providing them with resources and continued access to current personnel that can translate materials and meetings.|The Fullerton School District (FSD) continuously aims to have a “high level of focus on parent and community engagement in all areas of programming and committees by fostering a culture throughout the District where community and family feel welcomed, respected and appreciated.” In support of this aim, FSD engages parents through site community activities, district training programs focused on literacy, advocacy, and active engagement through district and school-level advisory committees. The District provides translation services in both Korean and Spanish and access to translation sets for meetings. The Superintendent hosts focus group meetings throughout the year to gather input from parents and students. One outcome of a recent Listening Tour (2020-2021) hosted by the Superintendent is the formation of a districtwide Diversity, Equity and Inclusion Committee. To ensure that districtwide feedback comes from multiple sources, FSD works in partnership with YouthTruth to administer parent, staff and student surveys. The high percentage of parents reporting positive ratings on questions about school-family relationships on the 2019 elementary (81%) and middle school (79%) Youth Truth Surveys indicate that this area is a strength of the district. In addition, the majority of respondents report that they feel that their school is respectful of different races, ethnicities, genders, and backgrounds (87%, elementary families; 86%, middle school families). A focus area of improvement would be in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. To improve the engagement of underrepresented families, the District Social Service Assistants will target communication, resources and time to build relationships. This topic will be explored in the new Diversity, Equity and Inclusion Committee.|5|5|4|5|4|4|4|5|5|5|5|4|2021-05-11||2021 30665140000000|Fullerton Joint Union High|3|the District conducts annual surveys (LCAP, EL Parent Survey, Senior Survey) both at the school site level and Districtwide that are designed to encourage and engage parents in advisory committees (DAC, DELAC, PTSA, School Site Council, etc.). An area for growth the District will focus on is in the improvement of strategies to reach underrepresented parent groups in providing input on policies and programs.|Two areas of strength highlight the District's rating of full implementation and sustainability. The first is the full implementation of one to one chromebooks for all District students and staff for the past 6 years. The one to one devices have all the tools and resources students utilize in their learning at school when they are home. The District has also ensured that all students who need it have WiFi access at home. So, students have access to their learning materials, support resources, social/emotional resources, and teacher contacts right at their fingertips at home. The District will continue to improve tools that will aid in improving and increasing student to teacher and parent to teacher communications and visa versa.|The District has made strong gains in developing the capacity of staff in building trusting and respectful relationships with families. Each school site encourages parents to participate in various volunteer opportunities to provide support to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others. The District continues to encourage and develop parent input through various district parent groups including DELAC, the District Advisory Committee, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative, and the Fullerton PTSA Collaborative. The District will continue to focus on expanding interpretation/translation support to families of English Learners and increase parent participation in the development of each student's four-year plan.|5|4|3|4|4|5|5|4|5|4|3|4|2021-06-22||2021 30665220000000|Garden Grove Unified|3|The key findings from parent/guardian input compiled from the Strategic Plan Survey have been discussed with district leadership. A number of district initiatives, projects, and programs have been focused on the topics discussed above and/or are a part of ongoing district initiatives.|The goals of the GGUSD Local Control and Accountability Plan (LCAP) are aligned to the GGUSD Strategic Plan. All goals, metrics, actions/services, and expenditures within the LCAP are organized and framed around our three district goals: (1) Academic Skills, (2) Personal Skills, and (3) Lifelong Success. During the months of April through June, GGUSD administers the Annual Strategic Plan Survey to parents/guardians of students in grades PK-12. In order to ensure transparency for all stakeholders and accountability for progress toward goals, the district has committed to preparing an annual report that summarizes the yearly data related to our goals. The survey contains items that help us measure how well we are doing as a district in areas related to our Strategic Plan, such as improving scholarly habits, motivation, well-being, and school climate. The survey also ensures parents/guardians have an opportunity to provide input that affects school and district decision making by allowing for open response comments to address both school-level and district-level strengths and areas of need. Findings from this survey impact the development of the LCAP, as described in the Stakeholder Engagement section of the LCAP. In addition to the survey, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to participate in the decision-making process. These committees include: District English Learner Advisory Committee (DELAC), Parent Task Force, GATE Advisory Committee, Community Advisory Committee for Special Education, and the District Council of PTAs. GGUSD also hosts various parent night events to engage families and promote parental participation in programs. Due to the COVID-19 pandemic, the most recent Strategic Plan Survey was conducted in 2019. Key findings from parents/guardians input used to impact school and district-level decision making include: Goal 1 (Academic Skills): extended learning opportunities/tutoring; teaching and academics; more enrichment activities for students; afterschool programs; increased Visual and Performing Arts and STEAM opportunities; special education support; AVID offerings; support for English learners and advanced learners. Goal 2 (Personal Skills): motivation; empathy; communication; facilities maintenance; need for interpretation/ translation at school sites; welcoming school climate; parent education offerings; help for parents on how to support their children with academics; increased availability of psychologists/mental health; consistent discipline. Goal 3 (Lifelong Success): increased availability of school counseling; exposure to a variety of career options.|Family-school partnerships are important to the success of our district. The Strategic Plan Survey also measures parent/adult climate at the school and district-level, including asking parents to respond to items that measure their perceptions about parental participation. Key findings from the 2019 survey include: Parents felt welcome at their child’s school. (2% disagree) Parents feel that they are kept informed (communication) (2% disagree) Schools provide translation/interpretation to families who need it. (2% disagree) Schools offer opportunities for parents to be involved. (2% disagree) Parents feel that the school promotes parent participation in programs (2% disagree) Schools give parents information about joining parent committees (3% disagree) The school district seeks parent input (2% disagree)|4|5|4|4|4|4|3|3|5|4|4|3|2021-10-05||2021 30665300000000|Huntington Beach City Elementary|3|Under the leadership of the new superintendent, many opportunities for providing input for decision making include the implementation of ThoughtExchange, use of ZOOM (video conferencing), implementation of LCAP Advisory and creation of a guiding coalition with representatives from cross sections of all stakeholder groups, including students. An area to focus for improvement is to increase representation from families of homeless students, foster youth, and English learners.|Families in HBCSD have a high regard for education and have high participation rates in their child's education. Site principals have monthly meetings with family groups informally with Coffee Talks, PTA/PTSA meetings, School Site Councils, English Learner Advisory Committees, and Title I meetings. At the LEA level, opportunities such as PPTA/PTSA presidents meetings, Early Childhood Education Family Advisory, LCAP Advisory and parent education opportunities focus on building partnerships to improve student outcomes. A focus area for improvement include strengthening partnerships with homeless families, families of foster youth, and families of students who speak a language other than English.|Key findings from feedback data, including ThoughtExchange surveys and CA Healthy Kids Survey, describe strengths in providing a variety of opportunities for parents to be involved and learn about their child's education, developing partnerships with families and caregivers to support student learning, and two-way communication tools and avenues. Areas of improvement is to increase outreach to families whose home language is other than English. Beginning in the 2021-2022 school year and LCAP, bilingual community liaisons are included in the plan to increase outreach to families who speak a language other than English and families whose students are disengaged.|4|4|3|4|4|4|4|3|5|5|5|5|2021-06-22||2021 30665480000000|Huntington Beach Union High|3|Huntington Beach Union High School District (HBUHSD) recognizes the importance of seeking input for decision-making. Parents are encouraged to participate in site-level committees such as PTSA/PTSO, School Site Council (SSC), Community Advisory Committee, and/or English Learner Advisory Committee (ELAC). Our District English Learner Advisory Committee (DELAC) continues to grow in membership and provide valuable insight into our educational programs and services for English learners. The LCAP Planning Committee, which includes parents and guardians, meets throughout the school year to annually review and revise the District LCAP. The Annual Parent Survey measures parent perceptions related to engagement of families in advisory groups and decision-making. Some key findings from the 2020-21 survey include: ~72% of parents agree/strongly agree that they are encouraged to join district or school committees. ~53% of parents agree/strongly agree that their school seeks parent input when making decisions, which is an increase of 6% from the prior year. According to the survey results, one area of focus is to increase communication around opportunities for parents to provide input into site or district decision-making.|Huntington Beach Union High School District (HBUHSD) recognizes the importance of building partnerships for student outcomes. Schools provide resources, materials and programs to help all students succeed. The Annual Parent Survey measures parent perceptions related to information and resources to support student learning, information regarding college and career pathways, and student programs contributing to student success. Some key findings from the 2020-21 survey include: ~76% of parents agree/strongly agree that their school provides resources, materials, and programs to help their children succeed. ~72% of parents agree/strongly agree that their school sets clear expectations for student performance. According to the survey results, one area of focus is to increase the information and communication to families regarding college and career planning, options, and pathways.|Huntington Beach Union High School District (HBUHSD) recognizes the importance of building relationships between school staff and families. Schools provide parent communication in multiple languages and in a timely manner. Parent Square is utilized to reach all families in the HBUHSD community to provide emergency notifications, community outreach and attendance calls. The Annual Parent Survey measures parent perceptions related to family-school partnerships, welcoming environments, asset-based approaches, and home-school communication. Some key findings from the 2020-21 survey include: ~75% of parents agree/strongly agree their school has a welcoming culture that encourages parent participation. ~85% agree/strongly agree that their school communicates in a timely manner. ~95% agree/strongly agree that their school delivers communications in their preferred language. One focus area for HBUHSD is to increase the rate of participation in the parent survey, particularly for those schools with the greatest number of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 30665550000000|Laguna Beach Unified|3|LBUSD actively solicits parent input through an ongoing strategic and comprehensive stakeholder engagement process, in order to inform district goals, actions, programs, and expenditures. School Site Councils, composed of parents, certificated and classified staff members, and school administrators work collaboratively to develop annual School Safety Plans and School Plans for Student Achievement based on the unique context and needs of their school communities. The LCAP Advisory Team convenes multiple times throughout the year to review and discuss LCAP goal progress and metrics, as well as student, staff, and parent stakeholder survey results. This stakeholder group also engages in thought exchanges around district priorities, successes, and challenges, to drive potential future actions to improve outcomes in the LCFF State Priority Areas. The District English Learner Advisory Committee also provides input essential for the development of the annual LCAP. Additionally, DELAC oversees the development of an annual needs assessment specifically for the parents and guardians of students who are English Learners, in order to provide feedback and recommendations regarding district English Learner programs, services, and support, as well as parent education and engagement. Additional parent groups within LBUSD include school-level PTAs, as well as the District PTA Executive Council, in addition to the School Power Foundation Board. District and school site leaders regularly engage in collaborative discourse with parent representatives from these groups to address topics of interest related to enhancing academic, social-emotional, and college and career readiness programs. Students, staff, and parents are surveyed multiple times throughout the year to gather qualitative data used to drive conversations around continuous improvement with the site and district leadership teams, as well as parent stakeholder groups. The District Equity Committee, comprised of both staff and parents, continues to plan for increasing equity and access for our most vulnerable student groups. The Parent Mentor Program and Community Advisory Committee continue to promote communication, education, and awareness for parents of students with exceptional needs. The District Community Liaison provides ongoing specific and targeted outreach to families from economically disadvantaged homes, foster youth, and families experiencing homelessness. A District focus area is the continued collective effort to improve the engagement of underrepresented families through providing meaningful parent education opportunities on topics of interest, providing home-school communication through a variety of platforms and modalities, and encouraging attendance at parent advisory group meetings and school events. An additional goal is to increase the number of LCAP survey respondents indicating satisfaction/neutral feelings around opportunities for parent input from a baseline of 73%.|Professional learning in Laguna Beach Unified is designed in collaboration with educators and school leaders in order to support areas of need related to student learning, instructional practices, and family engagement. Additional professional development opportunities are focused on designing and implementing multi-tiered systems of support to address individual student academic, behavioral, social-emotional, and college and career readiness needs. The District Equity Committee, comprised of teachers, parents, administrators, and support staff meets regularly to engage in collaborative discourse around how to improve outcomes for historically marginalized student groups and to promote inclusion for all students. Professional development focused on equity helps school teams to identify and address areas of need in this realm through actionable goals. Schools in LBUSD continue to share information and resources with families via parent education and workshop opportunities, goal-setting conferences, social media posts, podcasts, ParentSquare messages, and weekly newsletters. Additional resources to support student learning and development in the home are presented to parents via stakeholder group meetings, including District English Learner Advisory Council and School Site Council. The LBUSD Parent Mentor Program provides peer support to parents of learners with exceptionalities, including collaboration with educational teams. The LBUSD Leadership Team convenes regularly to discuss topics including best practices for home-school communication and encouraging parent participation in school advisory groups. LBUSD site principals regularly solicit parent and student input as a component of comprehensive needs assessments, in order to identify school focus areas and drive annual goals and actions. The District area of focus for improvement includes continuing to engage staff, students, parents, and community members in collaborative conversations around best practices for supporting underrepresented families via Equity Committee, DELAC, Community Advisory Committee, District and school leadership team meetings, and additional stakeholder convenings. An additional goal is to improve perceptions of parent education opportunities, from a baseline of 79% satisfied/neutral responses, as measured by the annual LCAP Parent/Guardian Survey.|"Laguna Beach Unified values strong, collaborative partnerships with our families. One of our core guiding principles is ""relationships matter."" Parent advisory groups, including the LCAP Advisory Committee, Community Advisory Committee, School Site Councils, and District English Learner Advisory Committee meet regularly to engage in thought exchanges regarding district goals, services, programs, and support offerings. Parents are regularly offered opportunities to attend parent education workshops throughout the year, at both the site at district levels. Annual events include Back to School Night, goal-setting conferences, and Open House, wherein parents interact with teachers, review subject area or course content and expectations, discuss student progress, or view student work. Relationships with families are fostered through ongoing communication via coffee talks, PTA meetings, ParentSquare messages, social media posts, podcasts, and weekly newsletters. Parent input is routinely solicited via stakeholder meetings, focus groups, and surveys. School counselors and student support specialists, along with the district community liaison, are in regular contact with families of at-promise youth via personal phone calls, email communication, conferences, or home visits, in order to provide individualized outreach and support. The district-wide focus for improvement includes staff professional development in the area of equity, in order to continue to ensure school environments are inclusive and welcoming for all students and families. LBUSD will also continue to refine translation and interpretation services to maintain timely access to information for parents whose home language is other than English. An additional goal is to increase the number of annual parent survey respondents indicating satisfaction with school and district communication."|4|4|4|4|4|5|4|4|4|4|4|4|2021-06-24||2021 30665630000000|La Habra City Elementary|3|"LHCSD receives Title I and Title III funds and consistently trains principals and staff in effective engagement and decision-making. LHCSD also trains family members of School Site Council, ELAC and DELAC in effective engagement and decision-making. LHCSD provides families many opportunities, such as traditional surveys, use of “Thought Exchange” and “Let’s Talk” to solicit input from families. In addition, each school site employs a Community Liaison who focuses on reaching out to families of English Language Learners and any other students from underrepresented groups. The annual family survey results indicate that 58% agree or strongly agree that they know their community liaison and how he/she supports parents. Also, 73% of our families indicate that their school uses family input to improve instruction. Site Parent Teacher Association, School Site Council and English Language Advisory Committees regularly meet to discuss family engagement activities. In addition, the Parent Advisory Committee and LCAP committee involve families in reviewing and improving engagement activities. LHCSD will continue to explore the best use of ""Thought Exchange"" as a new tool to provide families a meaningful way to provide input."|LHCSD annually trains administrators and teachers on best practices for family engagement and each site and the district provide multiple opportunities for families to engage with their school community. In the annual staff survey, 57% believe that LHCSD provides professional learning and support to build their capacity to partner with families. 34% neither agree nor disagree and only 9% either disagreed or strongly disagreed. LHCSD ensures that students and families have access to curriculum resources at home to support their learning. The annual family survey results indicate that 84% of our families agree or strongly agree that their school provides resources for families to support their child’s learning at home. LHCSD implements Home/School Contracts at each site to clearly communicate expectations for family, student and school staff. LHCSD also schedules two conference weeks where families have opportunities to meet with their child’s teacher. The annual family survey results indicate that 75% of families attended their child’s conference and 88% indicate that school staff work with families to ensure the success of all students. LHCSD annually sends a Handbook informing parents and guardians of their rights. Families who serve on School Site Council and the English Language Advisory Committees at the site level or Parent Advisory Committee, LCAP Committee and District English Language Advisory Committee are actively involved in advocating for all students. As a part of the DEI Task Force, LHCSD will consider innovative ways to provide opportunities for family engagement.|LHCSD staff serve every family in our community with respect. The annual family survey results indicate that 91% of our families feel comfortable talking with school staff. District and school sites create welcoming environments for their students and family members. The annual family survey results indicate that 91% of our families feel welcomed at their school. LHCSD is committed to staff development in diversity, equity and inclusion. The annual family survey results indicate that 88% of our families feel that staff works with families to ensure student success. LHCSD provides all written and spoken communication in English and Spanish. When the need arises for another language, we honor that request. The annual family survey results indicate that 97% of our families feel school communications are offered in a language they understand. Area for Improvement: LHCSD will continue efforts to create a vision for diversity, equity and inclusion by starting a task force.|5|5|5|5|4|5|5|5|5|5|5|5|2021-06-10||2021 30665890000000|Magnolia Elementary|3|Magnolia School District team members recognize that parent and student engagement is a foundational component of a high-quality educational program. We know that parents significantly impact their child's learning and educational experience when they take an active role in monitoring their progress, attendance, and activities. Parent involvement helps keep students on track, which results in better attendance, fewer missed assignments, and higher academic achievement. They play an important role as decision-makers related to the best educational services for their children, and are integral to the District collaborative decision-making process. All Magnolia School District schools and the central office have an “open door” policy that allows for both formal and informal input by staff, parents and community members related to District programs and services. School principals participate in annual training and support related to management of School Site Councils and English Learner Advisory Councils. Training is also provided to families at the site level through Advisory Council presentations and at the District level at monthly District Parent and English Learner Advisory Council meetings. In addition to parent involvement programs provided by PILs, District and school-level staff conducted specialized meetings during the 2020-21 school year, including District English Learner Advisory and Parent Advisory Committees (DELAC/DPAC) and LCAP committee. Input was gathered from these committees through the annual process of developing the Local Control Accountability Plan (LCAP). DELAC/DPAC and LCAP Committee meetings were conducted via Zoom and were well-attended. Representation included parents from all school sites, as well as parents of English learners (EL), low-income students (LI), and Foster Youth (FY) to ensure specialized services and supports are included in plans. District Committee membership (DELAC/DPAC and LCAP Committee) is reviewed annually to ensure that EL, LI, FY, and students with exceptional needs are represented and that these families have input in the decision-making process. The District will continue to work to expand professional learning opportunities for teachers and principals on strategies for increasing meaningful participation of families in the program design and evaluation process. District team members will also work with Parent Involvement Liaisons, school administrators, and parents to refine key questions used in District surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.|Magnolia School District provides Parent Involvement Liaisons with professional learning and support in order to improve schools’ capacities to partner with families. Throughout the district, schools provide families with information and resources to support student learning and development in the home though a variety of parent education and school-level engagement programs, including family literacy and math nights, parenting classes, and language classes. The district has created minimum-day schedules for 7 days, twice per year, in order to allow teachers to meet with parents to inform them of their students’ progress and ways to work to support improved outcomes. Parents are provided with information regarding legal rights through the distribution of an Annual Parents’ Rights and Responsibilities Handbook and during information meetings conducted throughout the year at District and site levels. Strong community partnerships and resources are in place to provide parents with learning opportunities, information, and resources to support student learning and development in the home, including: -English as a Second Language (ESL) classes for parents provided by North Orange County Community College District -Rosetta Stone online learning opportunities for parents supported in learning groups with Parent Involvement Liaisons -Financial Literacy classes provided by SparkPoint Orange County through the United Way -Parenting Classes provided by school teams trained through Parenting Partners -Dental services provided by Project Ayuda and Healthy Smiles -Medical services provided by Children’s Hospital Orange County (CHOC) and Central City Mobile Health Clinic -Food Pantry by Second Harvest Food Bank -Clothing and supplies by Assistance League Operation School Bell. Parent workshops and classes are offered at every school site at least once per trimester. Trainings are conducted for Parent Involvement Liaisons (PILs) and other team members as needed to support delivery of parent education classes. During the 2020-21 school year, numerous parent involvement activities were offered via Zoom, including health classes, collaboration meetings, school-level assemblies, and student recognition events. Parents were included in various family activities to support their students during distance learning. The District will continue to work to expand professional learning opportunities specifically for teachers and principals on strategies for strengthening home-school partnerships and maximizing opportunities for parents to meaningfully engage in discussions related to student progress and improving outcomes during District staff development days and opportunities to attend professional conferences.|Magnolia School District works with all staff to build trusting and respectful relationships and to create welcoming environments by supporting various opportunities to engage families in the educational process and school events. Administrators, teachers, and school staff welcome parents to the campus and assist with hosting various school level events and services. Administrators host “Coffee with the Principal” at various times during the year in order to build connections with families in a less formal setting. Teachers welcome parents in the morning and at dismissal and have opportunities for individual conversations with parents twice a year through parent-teacher conferences. They also use tools such as “Class Dojo” and other communication tools to maintain contact with parents regarding school day events and their students' successes. Bilingual Parent Involvement Liaisons (PIL) are at every school site to support parent outreach and to develop personal connections to learn about each family’s strengths and needs. All Magnolia School District staff have focused on creating “E-ticket experiences” for families as a result of a specific focus by the superintendent, which began in 2017. Multiple forms of 2-way communications are established in both English and Spanish, including electronic communications, telephone conversations, written messages, and in-person meetings with groups and individuals as needed. Interpreters are available for all major events, parent conferences, and upon request. In addition to a bilingual Spanish-speaking PIL at every school, two District Vietnamese interpreters provide family support, translation, and interpretation services as needed. The District will continue to improve engagement of underrepresented families through ongoing outreach to those who have special needs. Magnolia School District has a Project HERO (Homeless Education Renewing Opportunities) office specifically designated to support and engage the numerous homeless families in the community. Trusting, supportive relationships are formed between struggling families and District staff, who are then able to connect families with medical/dental/vision services, housing support, financial literacy assistance, food pantry assistance, and much more. Parent Involvement Liaisons are working with site administrators, classroom teachers, and office staff to identify families for additional outreach efforts. District team members will work with parents through District Parent Advisory Committee to identify additional strategies for learning more about family strengths, cultures, and languages. The District team will also work with schools to ensure that ample opportunities for engagement are offered at times that are accessible both during the day and evenings to meet the needs of working parents.|4|5|4|5|4|5|5|4|4|4|4|4|2021-06-24||2021 30665970000000|Newport-Mesa Unified|3|Strengths in the area of seeking input for decision-making include the advisory committee structure at school site and district levels. At the school level, there are Parent Teacher Associations or Parent Teacher Organizations at each school, as well as a School Site Council and English Learner Advisory Committees (when 21 or more English learner students are enrolled). District-level advisory committees meet regularly. These include the Superintendent’s Parent Advisory Council, the District English Learner Advisory Committee, and the Community Advisory Committee for parents of students with an Individualized Education Program (IEP). An area of focus is to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. The district aspires to enhance the quality of its two-way communication and the overall experience for family members while elevating its activities to be engaging and meaningful for families.|Strengths include creating welcoming environments and multiple opportunities for two-way communication. This is much more a strength when campuses are open and families participate face-to face; however, even in distance and hybrid learning, welcoming environments at the school site level were created by teachers, office staff, School Community facilitators, and administrators. School Community Facilitators, in particular, are valued members of school communities. Their presence at high-impact schools and at the district level helps families make meaningful home-school connections. There is a robust set of websites at the school and district levels, as well as plentiful information provided in both English and Spanish, and twice-yearly opportunities for elementary parents to participate in face-to-face parent-teacher conferences. Additionally, the district has endeavored to provide high quality forums for working collaboratively between parents and site/district staff. Based on input from stakeholders during the 2018-19 and 2019-20 school years, NMUSD provided a seven-session series of parent education forums in 2020-21 in partnership with the Community Advisory Committee. In keeping with the NMUSD framework of inclusive practices, families of general education and special education students were invited to learn together at these sessions. A focus area for improvement is understandable and accessible two-way communication for families. The district continues to review practices in both the dissemination of information and collection of input. It will continue to reach out to stakeholders through district parent advisory groups and school site level committees to examine and refine these practices, especially as they relate to underrepresented families.|As was the case in the fall 2019 report to the Board, all school sites continue to have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. Goal 5 (Parent Engagement) in the 2019-20 LCAP enumerated actions and services provided by a number of resources, from School Community Facilitators assigned to certain schools to district level translators. Additionally, there is a process for sites to secure translation or interpretation for “hard to fill” languages through a county network. All sites have a dedicated funding line for translation and interpretation that is designated for such a purpose. A district strength in the area of building partnerships for student outcomes is in providing information and resources to support student learning and development in the home. When responding to the 2019-20 LCAP Survey, parents responded to the prompt, “Parents are given the resources and support they need to support their child’s learning in… core subject areas.” 83% agreed or strongly agreed in the areas of reading and 80% in English language development, 66% agreed or strongly agreed in the area of English language arts, and 62% agreed or strongly agreed in the areas of mathematics and 60% in technology. There are a variety of site- and district-based resources for families to extend their support for their children, including School Smarts, Challenge Success, elementary site based ELA/ELD and math parent education events, the district Parent Education Series, and Pursuing Victory with Honor. A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and leverage cultural and linguistic assets. This benefits all families while also aiming to improve the engagement of underrepresented families.|3|3|3|4|1|3|2|2|3|3|3|3|2021-06-22||2021 30666130000000|Ocean View|3|In OVSD, the Educational Services Division works directly with principals and staff to support their efforts to engage families in advisory groups and with decision-making. They hold regular meetings throughout the year with principals to review trainings, ensuring all required topics are covered, and that the School Plan for Student Achievement is aligned with the LCAP. They coach principals and maintain a commitment to seek parent input in District and school decisions through the District English Language Advisory Committee (DELAC), the Community Advisory Committee (CAC), the site English Language Advisory Committees (ELACs), and the School Site Councils (SSCs). To ensure parents/guardians who are unable to participate on committees have a voice, the District administers an annual LCAP survey in English, Spanish, and Vietnamese for all parents to provide feedback on District and site activities, programs and curricula; services for low-income, English Learners, and students with disabilities; and school safety and connectedness. Title I sites conduct additional stakeholder input to inform decisions on how best to use their Title I Parent and Family Engagement funds.These surveys and committees include parents of low-income, foster youth, English Learners, and students with disabilities, as well as parents of a variety of ethnic and cultural backgrounds.|"With almost 2,100 responses, the LCAP survey indicated 87% of participants reported knowing about school opportunities to learn how to support their children and 87% reported receiving regular communication regarding their child's progress. OVSD intentionally supports families in understanding and exercising their rights and advocating for students by providing families with Student Rights and Responsibility on an annual basis, making Board Policy available on the website, posting Uniform Complaint Procedure information on campuses, and providing families with the ""Notice of Procedural Safeguards"" during every IEP meeting. In addition to Title I funded activities and staff, the District designates LCAP funds supporting school efforts to connect with families by offering parent training and family engagement opportunities; Parent Liaison Instructional Assistant Bilingual (PLIAB) that serve as School/District Community Liaisons between schools, community resource agencies, and parents; District interpreters/translators; Licensed Clinical Social Workers/Masters of Social Work interns; and more."|Close to 2,100 participants completed the LCAP survey in spring, 2021. This is almost twice the response rate of the prior survey administration. Despite significant changes to the educational experience for students due to the COVID-19 pandemic, the same survey was administered in order to compare results. Parent/guardian experiences were overall positive with 92% of respondents indicating they know who to share concerns with at school, 87% indicating they feel their input is listened to, and 92% feeling welcome at their child’s school. Parents/guardians also reported positive experiences for their children with 96% feeling respected by teachers,96% feeling respected by peers, 96% feeling respected by administrators, and 97% feeling respected by other staff. There is a need to continue to collaborate with families to ensure they feel welcome, respected, and valued for their partnership. State and federal funds (both on-going and one-time) will continue to be utilized to foster engagement, with a particular emphasis on underrepresented groups, to support parents/guardians as their children’s first teachers.|4|4|4|4|4|4|5|5|5|5|4|4|2022-06-21||2021 30666210000000|Orange Unified|3|OUSD has many ways to engage staff, community, families and students in two way communication. The district has consistency in the LCAP process by providing stakeholders with resources, information and opportunities to engage in the development process. LCAP resources include presentations, surveys, infographics, Superintendent communications, opportunities for engagement, and the district webpage. OUSD meets its responsibility of providing opportunities to consult and engage with all stakeholders in the LCAP development and Annual Update process in a transparent way at District and site levels. These meetings include information on LCFF, LCAP, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. This dialogue and feedback loop makes the communication between families and educators one of our strengths. The trust of parents has increased with the improvement of district staff follow-up on questions and requests. OUSD has a history of building capacity including open dialogue and collaboration with parents, staff and administration to guide the decisions for student achievement. We have systems to enable parents and community to come together and share ideas to capitalize on exemplar practices. District staff provides resources to site staff for parent training including legal requirements for site committees, data at both the district and site level and templates and presentations to facilitate the work of site leadership when working with families. Families are given topics to discuss at the sites and key dates when input is required to shape programs at school sites. School sites offer parents opportunities for leadership roles such as SSC, PTA, DELAC and ELAC, DAC and LCAP Advisory Committee. Translation and interpretation are provided to encourage parents to attend these decision-making forums and be active participants. By offering a variety of platforms for meetings and workshops in a risk-free environment, parents can share concerns, make suggestions, and ask questions. District leaders attend, participate, and present at meetings and facilitate the engagement, which sends a message to parents that home-to-school partnerships are a priority. Our focus is providing families with opportunities to provide input on policies and programs, and implementing strategies to seek input from underrepresented groups. Reaching families without internet access has proven challenging, so OUSD is devoting resources to develop ways to communicate and interact with all members of our community. OUSD has a large geographical area, and many of our parents lack transportation. The location of meetings and trainings can be a challenge for some. Another area of focus is a balance between conducting meetings at school sites versus having all meetings at our district office. This may expand the participation of parents who traditionally are not involved in school activities or attend district meetings.|OUSD provides numerous opportunities for parents and families to be involved at school, including serving on SSC and ELAC. Parents are encouraged to participate on district level on committees like DAC and DELAC. We are committed to communicating and engaging parents as partners in education and obtaining community resources for our schools. The Office of Accountability, Equity and School Support offers workshops to build skills, knowledge and relationships in order for families to fully participate in the academic learning process. All schools in OUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. OUSD provides families with a variety of resources to support student achievement. Some of these resources include technology such as apps designed to supplement instruction at home, electronic devices and hot spots to provide access to students who might need these to reinforce what they have learned in class and to conduct further research. Lists and links to grade-level appropriate resources are available on the website, as well as, recordings of parent and family engagement workshops. The Community Liaisons and TOSA for Parent and Family Engagement collaborate monthly to share ideas to increase parent participation at the school sites. Community liaisons are essential in providing resources, activities, and guidance to increase academic and social-emotional growth for students. OUSD demonstrates its strength in building partnerships for student outcomes based on events such as Back to School Nights, Family Math/Science Nights, parent workshops, and parent/teacher conferences. Multi-Systems of Support and intervention teachers provide additional service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team, Student Study Team, and Individualized Educational Plan meetings. A focus area will be to educate families to understand and exercise legal rights and act as advocates for their children. Empowering parents is essential in building understanding of the vital role they play in the education of their children. OUSD will continue to offer workshops on a variety of topics that provide families with information to navigate the public school system, including workshops on college eligibility and financial aide, effective parenting strategies, and supporting social emotional well-being of the whole family. Another focus area will be to increase participation in both ELAC and DELAC meetings so that parents of English learners can provide input and feedback into strategies and actions to support this unduplicated group of students.|Building relationships begins with welcoming all families.. The goal is to support parents and families in becoming active participants in the school community. We strive to help parents feel welcomed, valued and connected to each other, to school staff, and to what students are learning in the classroom. Communication is two-way and on-going; we strive to provide oral and written dialogue in the language of the parent. Our experience shows that an increase in student and family engagement leads to increased attendance, higher graduation rates, and higher rates of reclassification of English learners. Our LCAP supports building relationships through funding a Teacher on Special Assignment who focuses on supporting the needs of parents throughout our district. Strong relationships with families are evidenced by: active PTAs, SSCs and ELACs, the high frequency of volunteers, and significant participation in school events across the district. We continue to strengthen participation in our DAC and DELAC. Effectively communicating with and engaging our families in District initiatives and in decision-making is critical to the success of our students, schools, families and OUSD. Several of our actions and services are focused on investing in our families. By improving our efforts to engage families and build relationships, specifically families of English learners, low income and foster youth students, families will participate more fully in the education of their children. OUSD provides families with a variety of resources to be used at home to support student achievement. Some of these resources include technology such as apps for tutorials, devices and hot spots to provide access to students who might need these to reinforce what they have learned in class and to conduct further research. Additionally, lists and links to grade-level appropriate resources are shared via workshops and presentations as requested by parents to enable them to support student achievement at home. The OUSD webpage has recorded sessions and other links to resources within the community. Based on the Self-Reflection Tool, we have identified “supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children” as a focus. Last year, we rated this area a 5. Currently, we rated ourselves a 4, Full Implementation, as we are looking for ways to provide training for the staff in cultural relevancy and appreciation. It is important to acknowledge our previous implementation lacked some sustainability. Moving forward, we will provide on-going PD opportunities for staff to understand, empathize, and relate to the multitude of cultures in OUSD. The area of professional learning and support for Teachers and Principals, as it relates to working with families, is one that will require additional time in the coming years. Much of the emphasis has emphasized the area of Social Emotional Learning and student, family and staff wellness.|4|4|4|5|4|4|4|4|5|4|4|4|2021-06-03||2021 30666470000000|Placentia-Yorba Linda Unified|3|Placentia-Yorba Linda has always placed a high value on engaging stakeholders. For this reason, there are a plethora of opportunities for families to be part of the decision making process, including: Superintendent’s Community Advisory Council, District and school English Learner Advisory Councils, Special Education Community Advisory Council, Parent Teacher Associations, and School Site Councils. In addition, PYLUSD has an extensive plan of action for stakeholder engagement for the Local Control and Accountability Plan. An area of focus for SEEKING INPUT FOR DECISION MAKING is in the area of family engagement activities. Although stakeholders stated that planning and evaluation are strengths for school and district activities, there could be improved collaboration for the design and implementation.|Stakeholders rated the prompts for BUILDING PARTNERSHIPS FOR STUDENT OUTCOMES equally as high as the previous section. All criteria were rated as Fully Implemented. Professional learning to support teachers and principals is a particular focus. This year, PYLUSD provided practical tools and techniques to assist teachers and administrators in achieving respectful and healthy relationships during the pandemic. PYLUSD stakeholders have stated learned practices for improving staff capacity to partner with families is an area for continued refinement.|PYLUSD prides itself on creating welcoming environments, working effectively with diverse student populations, and developing effective two-way communication. The 2021 parent survey data report reflects these efforts as respondents “Completely Agree” or “Agree” with statements regarding relationships at 92% or higher. Thus, all ratings for this section were scored as 5s (Full Implementation and Sustainability). Because building trusting and respectful relationships is a strength of the Placentia-Yorba Linda Unified School District (PYLUSD) an area of focus will be to sustain and refine current practices.|5|5|5|5|4|5|5|4|5|5|5|4|2021-06-22||2021 30666700000000|Santa Ana Unified|3|Santa Ana Unified School district continues to build capacity and support staff to effectively engage families in advisory groups and decision-making. In the second phase of staff capacity building and system alignment, professional development will focus on leadership and management. According to the California School Parent Survey, 92% of all parents who completed the survey feel the school allows input and welcomes parents’ contributions and 92% agree that the school encourages them to be active partners with the school in educating students. Although Santa Ana Unified School District has a long history of parent involvement, the focus on true family engagement will require constant professional development and support for all staff and families. The focus in 2021-2022 will be to provide increased integration throughout the District by engaging and aligning the services and supports of all divisions and departments as well as parent groups. Future integration will also include clear curriculum alignment and support of the SAUSD Graduate Profile and grade-level expectations. Through FACE, SAUSD will provide opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at both the school and district level to support the academic development of all students while ensuring authentic and complete integration of the practice of FACE by all stakeholders.|To support equity, access, and inclusion, the Community Relations department is responsible for supporting the practice of FACE throughout the entire District and community. Although the practice of engaging all stakeholders is the responsibility of all those who serve students, the District is committed to providing all the support, resources, and structures by establishing a Wellness Center at each one of the 55 sites in addition to a District Wellness Center. To support fidelity of this practice and provide additional support to schools, families, and community, sites are all staffed with FACE staff who act as facilitators in providing support, resources, and access to a balanced menu of options reflective of the needs of each site. Family engagement is one of the most important practices to ensure equity, access and a reflective, inclusive and positive school climate, which directly impacts educational outcomes. When families are engaged at school, children perform better in both behavior and academic achievement. To further expand community engagement and relations, the District provides a range of opportunities to engage all families through access to Wellness Centers, which offer a range of classes and resources, monthly parent meetings, annual parent conferences, and parent of the year recognitions. Through the various workshops, presentations, classes, and partners, SAUSD provides all families with support in resources to support students’ learning and development at home and in school. Wellness Centers offer resources, capacity-building opportunities, programming opportunities, and dedicated staff to support the goals of all families. 2015-2016 - Inception of Wellness Centers 2016-2017 - Development of Wellness Centers 2017-2018 - 10 Wellness Centers Open 2018-2019 - Wellness Centers fully established district-wide and additional staff hired 2019-2020 - Linked to Learning Professional learning and support provided to FACE staff; Develop and Establish Wellness Center Protocols and Procedures developed and established; March 2020 - all Wellness centers transitioned from in-person to virtual 2020-2021 - FACE virtual support continued during school closures in response to the COVID-19 pandemic; FACE Board Priority embedded into the district’s LCAP According to the California School Parent Survey, 89% of parents feel the school actively seeks the input of parents before making important decisions. The focus for the 2021-2022 school year will be to support parents and families to understand and exercise their legal rights and advocate for their own students and all students.|SAUSD has prioritized engagement with all stakeholders by developing the practice of Family and Community Engagement (FACE) linked to learning. SAUSD works with internal and external stakeholders (including local businesses, community/civic organizations, parent groups, other SAUSD departments, and school sites) to establish, develop, and leverage mutually beneficial relationships that improve the academic success of all SAUSD students. SAUSD prioritizes the practice of family and community engagement through active capacity building, trust, and authentic engagement for all stakeholders. The systemic practice of FACE has created welcoming school-community practices, which authentically develops and sustains meaningful relationships that strengthen community home school partnerships and positively support and impact all students’ academic success and social-emotional well-being. The practice of FACE focuses on promoting the academic success and social-emotional well-being of all our students. Sustainability requires that the needs of students, their families and community are met. Students cannot succeed alone – it takes a village, and it is important that every individual in that village authentically engages in their child’s academic development in order to be able to support our students to be productive citizens, ethical leaders, and positive contributors to our community, country, and global society. Currently, SAUSD is expanding its model so that all 55 school sites have a full-time FACE Liaison. With a link-learning focus, resources offered at each Wellness Center are reflective of each school’s community-based interests and needs. The focus has been the professional development and capacity of FACE staff. According to the 2020-2021 California School Parent Survey, 92% of parents feel welcome to participate in schools and 95% feel staff treat parents with respect. The impact of the FACE department during the 2020-2021school year: 94,282 total points of contact with families, students, and community 25,077 SAUSD families connected regarding academic resources and capacity building opportunities 17,052 SAUSD families connected regarding technology support and capacity building workshops 20,955 families, students, and community referred to resources through 1:1 connections 4,644,772 outreach connections conducted via communication platforms 2,151 workshops provided throughout the year 73,327 family and community attendees at virtual workshops Through the practice of FACE, SAUSD continues the support and professional development of staff to learn about each of the families’ strengths, cultures, languages, and goals for their children. The practice of FACE focuses on engaging families to share and value their strengths, cultures, languages, and goals for their children through a series of collaborative and inclusive workshops led by staff and families as well as other community engagement opportunities.|3|3|2|3|3|3|2|2|4|3|3|1|2021-10-12||2021 30666700101626|Edward B. Cole Academy|3|Edward B. Cole Academy consistently encourages parents to share their feedback concerning our school and program. Staff consistently reach out to parents to make sure families have access to necessary resources such as food, shelter, etc. This year we will hold quarterly meetings to get feedback from parents around the family engagement activities. Edward B. Cole Academy strives to work as efficiently and effectively as possible that our families can be impacted as much as possible.|Edward B. Cole Academy offers a robust Professional Development Program for our staff. All staff receives 10 days of PD before the start of the school year begins. This ensures all staff has the required knowledge of curriculum and grade-level teams have completed necessary instructional planning. Additionally, EBC is proud of the fact that we empower students during our Student-Led Conferences with teachers and parents. Next year we will conduct home visits to improve the engagement of underrepresented students.|Edward B. Cole Academy intentionally communicates with our stakeholders to ensure all voices are heard. We are proud of our collaborative efforts between staff, students, and parents. EBC solicits stakeholder feedback throughout the school year to make sure EBC is meeting the needs of all of our families. For the 2021-2022 school year we look forward to continuing to strengthen our communication with families by inviting parents to campus for numerous events.|4|4|4|4|3|4|4|3|4|3|4|3|2021-06-28||2021 30666700106567|Nova Academy Early College High|3|The LEA will continue to consult with all stakeholders when planning events through direct student and parent communication through established groups such as ASB, School Site Council, and ELAC.|The LEA has had success with our Parent Outreach phone calls made by teachers and counselors. The LEA has also engaged community partners, such as Latino Health Access and Global GLOW to support student programming with positive outcomes, and it will move forward with planning more community events when it is safe to do so.|Parent Engagement remains a priority. The LEA has had success with parent attendance at several Parent University events, specifically with grade level presentations regarding academics and parent resource presentations. Orientations and BTSN in person events offer the desired interaction with parents to build a sense of community. Moving forward the LEA will be hosting in-person events and moving away from Zoom events to increase relationships when it is safe to do so.|4|4|3|4|2|3|4|4|4|2|3|4|2021-10-14||2021 30666700109066|Orange County Educational Arts Academy|3|A Parent Focus Group and LCAP Survey were conducted in 2020-21 school year. Identified strengths in Seeking Input for Decision Making were in FSO/PTO participation and Committee participation. An action for improvement is increasing parent leadership opportunities and supporting effective parent engagement in advisory groups and decision-making.|A Parent Focus Group and LCAP Survey were conducted in 2020-21 school year. Identified strengths in Building Partnerships for Student Outcomes were in encouraging active parent partnership, teachers who go out of their way to help students, and keeping parents informed during distance learning. Actions for improvement are expanding parent programming related to MTSS and Special Education, and expanding information and resources about mental health and social emotional learning.|A Parent Focus Group and LCAP Survey were conducted in 2020-21 school year. Identified strengths in Relationship Building were Crew, responding promptly to parent calls, holding high expectations and a culture of respect for all. will Actions for improving the engagement of underrepresented families include a Parent welcome/resource/meeting room, Staff/parent crew meetings, and Childcare & translation at all meetings/events.|4|4|4|4|3|3|4|3|4|3|3|3|2021-10-13||2021 30666706119127|El Sol Santa Ana Science and Arts Academy|3|El Sol Academy has school council groups that provide ongoing feedback to the school. They serve as our guide to support all learners and advocate for all students. As a school, we need to continue to collaborate with parents and include them in the school’s plan for student achievement. We do recognize that parents want to engage, but they may not have the skills or ability to do so. One area that we are focusing on is creating a plan to engage families in different activities throughout the school year. We have created committees that parents can be a part of and engage in to provide support to the school. As things continue to improve with COVID-19, we will allow parents back into the school. This will allow the school to continue with the parent learning walks. In the parent learning walks the parents have the opportunity to visit the classrooms, learn about 21st century instructional strategies and how to better support their children at home. A staff member at the school was selected and funded to increase the level of engagement of families. This staff member teaches parents workshops classes throughout the school year. Throughout the school year, the school sends out surveys to parents to assess the needs of the school community. Based on survey results, the school makes plans to support the parents and provide additional resources to our families. The surveys allow us to create opportunities to receive feedback from parents and students.|Over the years we have developed different strategies to partner with parents and create a collaboration to support student learning. El Sol Academy focuses on the whole child and has developed programs to support students at school and at home. We have a full time behavioral aide that supports students to learn how to cope in the classroom. The behavioral aide works with parents to provide skills and resources to support parents at home. Parents are invited to attend 8 weeks sessions to learn about the educational system and to learn how to support their child in the 21st century. The topics that are covered in the 8 weeks are; technology platforms, how to have a successful conference, and how to get engaged in the school. Our school has a policy that parents are able to request a parent conference at any time during the school. The teachers meet with parents every six weeks to communicate student progress and academic goals. Teachers use different ways to communicate with parents. They use phone calls, email, flyers and home visits. If a teacher is having a hard time reaching parents, the teacher reaches out to our community liaison for support. They work together to hold a parent conference and support the student at home.|At El Sol Academy, we have created a welcoming and open environment where our families' are welcomed and expected to volunteer in the classrooms. Our teachers are expected to meet with families every six weeks with parents. During these meetings, they share students strengths and weaknesses. The teachers share ideas to improve students academic levels and or refer a student to receive additional academic support. Our office staff is trained to welcome all parents into our school. They are expected to communicate in the parents' home language and provide the information they need. We have an open door policy where parents are welcomed to come in and volunteer in the classrooms or for school events. During the first parent conferences, teachers are expected to learn about students' families' backgrounds and goals for their children. At this conference, the teachers survey the parents to learn information about the student and the family. This information allows the teachers to have a better understanding of the students home and background. A variety of communication tools (robot messages, newsletters and posters) will be used to inform parents of upcoming events. Our most used method would be our text message using parent square. Parents will receive important school messages via this platform. We will also use social media to advertise the events and post flyers around the school. Families will have several opportunities to be involved on campus.|3|3|4|3|3|3|3|3|3|3|3|3|2021-10-14||2021 30666960000000|Savanna Elementary|3|Savanna School District continues to seek input for decision-making in various ways. Each School site actively promotes and seeks parents and teachers to be part of their School Site Council, Parent Teacher Associations, Title 1 Committees, and their English Language Advisory Committees. School sites seek input for parent engagement activities to involve their communities and families. At the district level, we actively pursue seeking members and input on our District Advisory Council and our District English Language Advisory Committee. We promote various surveys throughout the year, through Google Surveys, JOT Forms, CA School Parent Survey, CA School Staff Survey and CA Healthy Kids Survey. All of our communication through surveys are offered in English and Spanish, and are communicated through phone calls, text messages, Flyers and posted to our website. There are translators available at the various meetings for translations needed as well. This year we provided professional development to teachers that had a focus on the importance of developing personal and authenticate relationships with students and families. Seeking input, providing families with opportunities and working together with families continues to be a priority for the Savanna School District.|Building stronger relationships for student outcomes has been a continuing focus for the Savanna School District. After analyzing survey results, it was determined that we are in full implementation in all areas but also see the need for continued growth. Savanna School District currently uses the Blackboard messaging system in both English and Spanish to help better communicate with our families. We have translators in various languages at each School site and communicate using our social media and marquis messages. We encourage parents to come to back to school night, parent conferences, and volunteer in our classrooms. We also encourage parents to participate in School Site Council Meetings, English Learner Advisory Committee, District Advisory Committee meetings, and PTA meetings.|Savanna School District continues to make it a priority to help foster partnerships between families and our schools. We strive to provide families with information and resources and continuously reach out to strengthen our partnerships for positive student outcomes. We offer Parenting Classes during our student Saturday Academy Classes and hold parent informational events at our sites with various topics such as cyber-security, career events, and STEM events. We annually host a Reach the Reader night where both students and parents come to learn about how they can support their children academically at home. Savanna School District provides regular communication through fliers and newsletters that are distributed in English and Spanish. We invite parents twice a year to parent conferences in which they have the opportunity to sit down a discuss student progress with the classroom teachers. In addition, parents are also included in SST meetings, IEP meetings, 504 meetings, Back-To-School Nights, School Site Council Meetings, English Learner Advisory Committee, District Advisory Committee meetings, and PTA meetings. We use a variety of technology platforms to communicate with parents, which includes Classroom Dojo, Seesaw, Google Classroom, and our Blackboard Messaging System which includes send messages in English and Spanish via parent email, text, and phone. Utilizing a variety of messaging systems in multiple languages is a valuable resource for our families.|4|5|4|5|4|5|5|4|4|4|4|4|2021-10-12||2021 30667460000000|Westminster|3|Westminster School District has a system in place to provide our community a forum to provide input. Some of these strategies include committee meetings, surveys, and school based functions. In addition, underrepresented families are further supported by our community liaisons and translators. Our goal for the 2021-2022 is to continue to improve all these system to ensure the District continues to thrive.|Westminster School District has made providing parents the resources needed to support their students. Strategies used include goal setting conferences, parent-teacher conferences, digital parent portal, and community liaison outreach. Special emphasis is placed on working with underrepresented families. Westminster School District’s focus during the 2021-2022 school year will be to continue to work with our Principals to maximize parent involvement opportunities.|Westminster School District has made stakeholder involvement a priority. This has resulted in districtwide systems to involve parents, conduct meetings, provide support, and ensure our parents are valued. In addition, WSD has systems in place to ensure all stakeholders have an opportunity to provide input in regards to LCAP, instruction, and resources. A special focus has been placed on engaging underrepresented families using site level community liaisons, District translators, and District community liaison. Westminster School District’s focus during the 2021-2022 school year will be to increase the capacity of our leadership team to maximize student learning.|2|4|3|3|3|4|4|3|3|4|4|4|2021-06-10||2021 30736350000000|Saddleback Valley Unified|3|SVUSD has multiple opportunities for parents to provide input for decision making. At the school site level, each school has a PTA/PTO/PTSO to provide input for a host of site level decisions. All schools have a School Site Council and schools with more than 15 English learners also have English Language Advisory Committees to engage parents within those specific subject matter jurisdictions. At the district level, the Superintendent has convened a Superintendent's Parent Advisory group to provide input and a voice directly with our superintendent. The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities. The South Orange County SELPA Community Advisory Committee also seeks parent input for families with students with disabilities and provides vital input into the district’s special education programs. These various avenues bring more awareness and understanding to parents about their child, the importance of their child's education, and ways to get involved. Developing these groups remains an area of focus. An area of focused improvement would be to increase parent participation in all of those activities and to find better ways to bring them in as part of these groups.|SVUSD has made a great deal of progress in building relationships with families. Prior to the COVID-19 pandemic and ensuing restrictions, families were a part of school recognition assemblies and events. Many schools offer a variety of parent education nights with a full range of topics, which are conducted in English and Spanish as appropriate. Looking to the future as restrictions are lifted, we anticipate those activities resuming. This year, more than ever, SVUSD has reached out to families who are in need. SVUSD has worked to improve communication with the eNewsletter, School News, and active social media accounts to promote activities at school sites and the district in an array of mediums. Schools are also communicating any correspondences and announcements in English and Spanish. All schools have active PTA/PTSO/PTO to engage parents in their respective schools. SVUSD is strong in providing meeting opportunities to parents to meet and talk about their student. A number of elementary schools have transitioned from end of the trimester parent conferences to Goal Setting Conferences to begin yearly communication at the start of the school year. It is a promising practice that can be supported district-wide. SVUSD also does a great job in providing EL families with information on how to support their student at home, but we may wish to find mores ways/areas as a district for all homes.|SVUSD provides opportunities for parent-teacher conferences two times a year at the elementary level. Some schools have transitioned fall conferences to earlier in the school year, so that the conferences are focused on goal setting for the year instead of an exclusive focus on report cards. School sites have stressed the importance of the AERIES Family Portal as a critical tool to monitor student progress. Continued work to engage parents with additional opportunities for parent education remains a priority along with the implementation of a Multi-Tiered System of Support with inclusive educational policies and procedures. Coordinating the work of our Bilingual Parent Advocates and Community Liaisons is also a key focus to leverage resources in order to build stronger partnerships with parents and bridging our gaps with underrepresented families. SVUSD needs to continue with our work in diversity, equity, and inclusion. Additionally, we need to create additional opportunities for families to provide feedback for continuous improvement.|3|3|2|3|3|3|3|2|3|3|3|3|2021-06-24||2021 30736500000000|Irvine Unified|3|Many departments within IUSD work with families to establish and sustain strong advisory committees. These advisory committees provide support to families to understand their legal rights and advocate not only for their own students, but for all students. The IUSD Parent and Family Engagement team works to provide opportunities for families, staff, and other district administrators come together to design, implement, and evaluate family engagement activities at all levels.|The Irvine Unified School District (IUSD) has established the Irvine Parent Education Program, which provides all families with the opportunity to attend workshops to learn about district programs and child development. These workshops help parents and families better understand our district programs, adopted curriculum, child development milestones, and ways to support learning at home for the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA) and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent teacher conferences, host English Language Advisory Committees (ELACs), and utilize a wide array of parent surveys in order to gather feedback from their local communities. Overall, IUSD continues to work with site administrators and teacher leaders to improve capacity to collaborate with families for better student outcomes. This includes professional learning, providing support with establishing advisory committees, and providing training for parents concerning specific skills or curricular targets.|In the Irvine Unified School District, we recognize the value that all families bring to our diverse community. All staff are encouraged to build trusting relationships and welcoming environments for all families in the community. We ensure that all schools have a system in place to engage in regular two-way communication with parents and community members on a regular basis. We have an interactive website, availability of interpretation/translation services, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives. We continue working to provide more staff training on cultural responsiveness and specific strategies for parent/ family engagement. Additionally, our Parent and Family Engagement team has established a Parent Resource Center as a place of inclusion that works in collaboration with the community to provide families with access to resources that create a positive influence on student achievement and behavior.|4|4|4|4|3|4|4|4|4|4|4|4|2021-06-22||2021 30739240000000|Los Alamitos Unified|3|The District provides a variety of opportunities for input on decision making throughout the year. These opportunities include the District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Annual Parent Engagement Survey, Operation Steering Committee and Safety Committee. The District takes input from all of these advisory groups and surveys when developing the Local Control Accountability Plan (LCAP) each year.|The District is committed to ongoing professional development for teachers and administrators. Administrators attend biweekly meetings that provide them with professional development and collaboration with other administrators about best practices. The District provides a wealth of parent information nights that include a variety of topics and are offered to all families in the district. Teachers engage parents in fall and spring parent conferences to learn about student progress and address any concerns in addition to ongoing communication with parents and teachers via email and phone. With the addition of teleconferencing, such as Zoom and Google Meet, it has made conferencing with parents much easier.|The District is always looking for ways to engage parents and provide them with an opportunity for input. Currently each school site has a School Site Council, various community events, parent organizations as well as an English Language Advisory Committee. School administrators also use Parent Square to communicate with families in addition to a weekly newsletter that includes a calendar of events for the site and provides highlights in the areas of academics, athletics, arts and activities. Every year District employees attend a district wide welcome back staff meeting that allows all employees to learn about district initiatives. The District sends out an annual survey to all stakeholders and uses the results to identify needs within the district. In the 21-22 school year the District will be working on identifying ways to increase stakeholder feedback in addition to the annual survey. This includes analyzing meeting times as well as possibly adding additional representatives to the District Advisory Committee.|5|5|4|5|5|5|5|4|5|5|5|5|2021-06-22||2021 31103140000000|Placer County Office of Education|3|Families can provide meaningful input and contributions in decision-making when serving on committees such as School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees. PCOE also employs a parent Bilingual Parent Liaison to provide translation and support for families with a primary language other than English. Parent input contributed to revisions of the School Site Safety Plan. Family/guardian feedback is regularly collected via electronic surveys, hard copy surveys, one-on-one phone calls, and virtually facilitated conversations. For LCAP goal development feedback, each of our non-English speaking parents and parents of foster and homeless students was individually called by a PCOE program administrator and/or Bilingual Liaison and verbally asked survey questions designed to solicit stakeholder feedback. PCOE is committed to increasing family/guardian input in developing engagement opportunities as an area of focus for improvement. PCOE has also identified strategies to improve the percentage of families/guardians who participate in feedback opportunities.|PCOE shows particular strength in connecting families/guardians with community partners and services. PCOE is also committed to engaging parents/guardians and incorporating their feedback in the decision-making process. As a result, various programs tailored to the unique challenges of our students and families have been established, including before and after-school academic counseling sessions, prevention of Commercially Sexually Exploited Children (CSEC) workshops, and Free Application for Federal Aid (FAFSA) workshops for parents and guardians. These offerings are designed to meet families “where they are” - with one-on-one conversations scheduled during times that are convenient for parents via social media communications, a PCOE app, and individualized phone calls from a dedicated Bilingual Parent Liaison. Establishing these connections and developing trusting relationships has led to greater parent/guardian involvement. A focus area for improvement is increased positive and proactive communication with families/guardians initiated by the classroom teacher related to student progress.|PCOE is committed to engaging parents/guardians and other stakeholders and incorporating their feedback in the decision-making process. Clinical support staff and site administrators ask families about their family dynamics, strengths, barriers, and what works for them. An area of strength and progress in building relationships is frequent individual family/guardian contact from site leadership, clinical support staff, and special education staff. In addition, PCOE has an emerging strength with supporting families/guardians in locating student information through online platforms. A focus area for improvement is classroom teachers initiating more robust and proactive communication with families/guardians. PCOE is dedicated to offering a wider variety of opportunities to engage with families/guardians, including QR code feedback systems for families, direct support to home-school relationships with families of selected at-risk youth, and direct connections to community-based services to remove barriers to learning and support academic achievement. Although PCOE already supports staff in learning about each family's strengths, cultures, languages, and goals for under-represented students, PCOE is committed to extending this work to all students by increasing its Tier I supports.|4|4|4|4|4|3|4|5|4|4|4|4|2021-06-17||2021 31103140126904|Placer County Pathways Charter|3|Families can provide meaningful input and contributions in decision-making when serving on committees such as School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees. PCOE also employs a parent Bilingual Parent Liaison to provide translation and support for families with a primary language other than English. Data and updates related to Positive Behavioral Interventions and Support (PBIS) areas of focus are shared with parents regularly. Family feedback is regularly collected via electronic surveys, hard copy surveys, one-on-one phone calls, and virtually facilitated conversations. For LCAP goal development feedback, each of the non-English speaking parents and parents of foster and homeless students was individually called by a PCOE program administrator or bilingual support staff and verbally asked survey questions designed to solicit stakeholder feedback. Pathways Charter has identified strategies to improve the percentage of families who participate in feedback opportunities as an area of focus for improvement.|Pathways Charter shows particular strength in connecting families with community partners and services. Various programs tailored to the unique challenges of our students and families have been established to make connections and build relationships with parents, including before and after school academic counseling sessions, prevention of Commercially Sexually Exploited Children (CSEC) workshops, and Free Application for Federal Aid (FAFSA) workshops for parents and guardians. These offerings are designed to meet families “where they are” - with one-on-one conversations scheduled during times that are convenient for parents, via social media communications, a PCOE app, and individualized phone calls from a dedicated Bilingual Parent Liaison. Establishing these connections and developing trusting relationships has led to greater parent involvement. A focus area for improvement nests in Pathways Charter’s Independent Study program and its support of parents as teachers. As such, Pathways Charter expands resources to help families develop and navigate systems to help keep students on track. Examples include an ongoing video series about instructional practices for parents and streamlined documents to help parents and students navigate various online accounts and platforms. These resources will be built into the orientation process and will be provided on an ongoing basis. In addition, the orientation process for Independent Study and Comeback families will include preventative instruction around how to be successful in the program.|Pathways Charter is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Clinical support staff and site administrators ask families about their family dynamics, strengths, barriers, and what works for them. An area of strength and progress in building relationships is frequent individual family contact from site leadership, clinical support staff, and special education staff. In addition, Pathways Charter has an emerging strength with teaching families how to locate student information through online platforms. A focus area for improvement is related to classroom teachers initiating more robust and proactive communication with families. Pathways Charter is dedicated to offering a wider variety of opportunities to engage with families, including videos, re-initiation of a newsletter at iCARE, QR code feedback systems for families, and increasing parent information and engagement events. Although Pathways Charter already supports staff in learning about each family's strengths, cultures, languages, and goals for under-represented students, Pathways Charter is committed to extending this work to all students by increasing its Tier I supports.|4|4|4|4|4|3|5|5|4|4|4|4|2021-06-17||2021 31667790000000|Alta-Dutch Flat Union Elementary|3|ADF, like many districts has lost some ground during this past year on building positive relationships with all stakeholders due to the COVID 19 pandemic. The inability to hold meetings in-person to inform and seek input from families has been minimal. Instead ADF has used virtual meetings, electronic communications and surveys to seek input from all stakeholders. Moving forward ADF will return to informing and seeking stakeholder input through both modalities, in-person and electronically.|ADF has a well defined path for students that are underperforming academically, social emotionally, or behaviorally using the Student Success Team (SST) process. This process engages parents, teachers and students (when appropriate) in problem solving discussions that support student success. Accommodations, interventions and remediation are focused, discussed and implemented within the classroom setting. Parents, teachers, or administration can request an SST at anytime, and once the process has been started, check-ins, revisions, and updates are made as needed or yearly. When typical progress is not made by a student, and multiple tiers of interventions have not been successful, families, teachers and/or administration are encouraged to further investigate the needs of the student through special education assessment. All legal processes and protocols are adhered to so that families are supported and educated of their legal rights.|Alta-Dutch Flat School District like many districts has lost some ground during this past year on building positive relationships with all stakeholders due to the COVID 19 pandemic. Moving forward, ADF will reengage in professional learning communities for staff that focus on data, student growth and professional collaboration to build strong programs and relationships amongst staff. Families will be able to reengage in ADF as we open up our campus again to parent volunteers, our Parent Club, and community volunteers, as well as holding and attending extra-curricular activities.|4|4|4|4|2|2|4|4|3|3|3|2|2021-06-16||2021 31667950000000|Colfax Elementary|3|We will continue to reach out to families and plan to implement a wellness center for families to support underrepresented families not only at our school but throughout ours and surrounding communities.|Communication • 95% of parents surveyed they are receiving adequate information about school and classroom events by marking Strongly Agree, Agree, or Somewhat Agree • 95% of parents Strongly Agree, Agree or Somewhat Agree with the statement: Our school seeks parent input and encourages parental participation. • 88% of parents agree the school responds within 24 hours when I have a question or concern by marking strongly agree, agree, or somewhat Agree • 76% marked I access my child's academic progress through the parent portal or other means.  • Some staff commented that they would like more opportunities for input; Brown Bag-it with Baggett will be implemented • Site Council recommended a regular virtual Q and A with the Superintendent/Principal which will be implemented|We have strong relationships with our families evidenced by our surveys. Survey feedback was provided by parents, students, and staff in separate surveys summarized as follows: 96% My child feels safe at his/her school. 99% of parents responded Strongly Agree, Agree, or Somewhat Agree 96% My child feels connected to our school. 75% of students strongly agree or agree with Our school provides a safe and healthy learning environment 96% My child has a positive attitude toward school Our students treat each other fairly and with respect. 80% of our parents Strongly Agree, Agree or Somewhat Agree My child is treated fairly and with respect by adults at the school. 95% of our parents Strongly Agree, Agree or Somewhat Agree Our school facilities are in good repair 71% of students strongly agree or agree (area of need) and 95% of parents Strongly Agree, Agree, or Somewhat Agree|4|3|3|3|3|2|3|4|4|4|4|2|2021-06-23||2021 31668030000000|Dry Creek Joint Elementary|3|Each year the District sends an LCAP aligned survey to all parents to gather feedback. The data from the survey is gathered as a District and by school site. The data serves as a guide for the development of programs and policies at the District and school level. There are specific questions that provide the District with information needed to guide parent participation and engagement planning. It is the intention of the District to increase parent involvement and engagement yearly through site and District family education events, committees and volunteer programs. We encourage our parents to participate in a variety of committees at both the site and District level. These committees include School Site Council, site and District English Language Advisory Committee, School Health and Wellness Committee, and Community Advisory Committee (CAC). Due to COVID-19, some of the committees were cancelled for the year, while others met via Zoom. Goal 3 in the LCAP specifically addresses parent engagement and involvement. 90% of parents feel that the school keeps them well informed about events and activities 77% of parents feel that District schools encourage parent involvement 94% of parents feel they are able to communicate with teachers/staff when needed 94% of parents prefer their child's school to provide information through email 84% of parents feel that District schools effectively communicate with parents regarding their child's progress 77% of parents understand what types of academic support are available to students 71% of parents feel that the school and/or District value(s) my participation or input in engagement opportunities 84% of parents believe the District schools effectively communicate with parents regarding their child’s progress 80% of parents believe their child’s school sets high expectations for student achievement 81% of parents believe their child receive the resources and support they need 93% of parents feel their participation in parent-teacher conferences was valued 73% of parents understand what types of social-emotional supports are available to students|All school sites have functioning English Language Advisory Committees (ELAC). The ELAC at each site meets three (3) times per year. The ELAC serves as a guiding body to the EL program and reviews the Single Plan for Student Achievement (SPSA), LCAP, school goals, program information, testing documents and scores, parent involvement opportunities and policy. In addition, sites gather ideas and feedback from the committee regarding parent involvement and support for their students. The District English Language Advisory Committee (DELAC) also met three (3) times this school year. The committee offered guidance and input on various program components, parent engagement and involvement and LCAP goals and services. It is the intent of the District to have all school sites represented by at least one (1) parent per site at each meeting. Two (2) Love and Logic sessions were held during the 2019-2020 school year. A total of thirty-four (34) parents participated. Nineteen (19) families also attended our Family Literacy Programs in the 2019-2020 school year. Due to COVID, these programs were cancelled for the 2020-2021 school year, however, there are plans to reinstate these practices beginning August 2021. Our Parent Academy provides opportunities for our parent community to learn how to assist and support their children. The Parent Academy offerings for this year were geared toward Distance Learning platforms, academic and emotional supports. Classroom/home communications, family curriculum events, At-Risk conferences, SSTs, parent/teacher conferences, Back-to-School Night, wrap around counseling, Road to Reclassification conferences, and electronic communications regarding how to implement strategies at home were included in current practices to support families with resources for student learning at home. In order to ensure parents have access to participate in our schools and events, the District continues to provide translation services for both in-person and written communication as needed.|District-wide there were family engagement opportunities offered via Zoom, though not as many as offered during a non-COVID year. Some of the events and programs held via Zoom this year, included but were not limited to: Back-to-School Night, Open House, Kindergarten Orientation, Middle School Orientation, Parent Academy sessions and Reclassification Ceremonies. Parent participation in our many school and District committees and teams, including School Site Council (SSC), English Language Advisory Committee (ELAC), Student Success Teams (SST), Individualized Education Plan (IEP) teams, Positive Behavior Intervention and Supports (PBIS) team, Parent/Teacher conferences, informal Principal/Parent meetings, and At-Risk conferences were held via Zoom and encouraged cultivation of relationships between staff and parents. These opportunities create a more welcoming and inclusive school environment, support staff in learning about each family, and help the families and staff engage in productive 2-way communications.|4|4|4|3|3|4|4|4|4|4|4|3|2021-06-17||2021 31668370000000|Foresthill Union Elementary|3|The strength and progress for Foresthill Union School District for building the capacity of and supporting the various stakeholders inclusive of staff, administration, families, and community is the development of our School Site Council. During the school year, the School Site Council has increased its membership and moved toward more formalization of the organization. Teachers, staff, and administration also collaborated with Placer County Office of Education to work on increasing student engagement to improve our rates for absenteeism and suspension. A focus area for improvement for Foresthill Union School District is finding more and various venues for staff and families to collaborate. Foresthill Union School District will improve the engagement of underrepresented families by conducting more targeted outreach at the individual level.|The strength and progress for Foresthill Union School District for providing families with support in the home include teacher conferences, helpful instructions for new student Chromebook users, weekly Friday Family Newsletters with helpful information, and supplemental financial support for internet access for families in need. All students are able to access our iReady education software remotely to increase student learning and development in the home. A focus area for improvement for Foresthill Union School District is finding more and various resources to support the needs of our families at home. Foresthill Union School District will improve the engagement of underrepresented families by conducting more targeted outreach at the individual level.|The strength and progress for Foresthill Union School District for engagement with parent is the consistent use of numerous venues for communication and collaboration. Communication venues include Friday Family Newsletters sent electronically and hardcopy every week, timely use of school marquee, website, social media, and automated phone calls as needed. Organizations for parent participation include our Parent Teacher Organization and School Site Council. Additionally, our front office staff is very helpful in supporting families regarding various school related matters. A focus area for improvement for Foresthill Union School District is finding more events and activities for parents and families to participate. Foresthill Union School District will improve the engagement of underrepresented families by conducting more targeted outreach at the individual level.|4|4|3|4|3|3|3|3|3|3|3|3|2021-06-21||2021 31668450000000|Loomis Union Elementary|3|As mentioned in the above sections, LUSD collects feedback from district families through multiple avenues. Across the district we utilize LCAP survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Council, to allow parents the opportunity to meaningful participate in their children’s education. Through varied and personalized methods of communication, LUSD continues to explore avenues we can use to increase the participation and engagement of our underrepresented families. Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest--such as those areas being focused on for parent education videos. LUSD plans to continue these efforts in the year to come in order to improve the engagement of all families. Through varied and personalized methods of communication, LUSD continues to explore avenues we can use to increase the participation and engagement of our underrepresented families. Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest--such as those areas being focused on for parent education vodcasts. LUSD plans to continue these efforts in the years to come in order to improve the engagement of all families.|LUSD provides professional development and dedicated collaboration time at all school sites, and across all grade levels, during which teachers and administrators discuss student data, progress, and action plans for student support. Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth. While these conversations happen throughout the year informally, there are also formal structures in place such as Student Study Teams (SST), Individualized Education Plan (IEP), and 504 meeting, as well as parent-teacher conferences. LUSD’s Special Education Coordinator has conducted professional development for all site administors to help them better understand the IEP process and documentation. Individualized coaching support is also provided as needed. A significant portion of this professional development involved discussions on the importance of, and how to foster, meaningful parent participation. LUSD’s annual notification process includes information on numerous opportunities for families to be involved through various avenues. Additionally, links to documents parents can access at anytime to review school, district, and community resources for information and support are provided. In order to better support students and improve engagement of all families, LUSD has created an MTSS structure that is utilized district-wide. This includes monthly meetings that allow school site teams to better identify and support students through early intervention as well as provide teachers with resources that will allow them to better serve students and report on progress to families. Each year, LUSD's Special Education Coordinator conducts professional development for all site administors to help them better understand the IEP process and documentation. A significant portion of this professional development involves discussions on the importance of, and how to foster, meaningful parent participation. LUSD has a Community Advisory Committee (CAC) representative. Through this representative, and LUSD’s Special Education Coordinator, information on topics such as, parent rights, advocacy, and supports, are then shared with all families of students with IEPs across the district. LUSD’s annual notification process includes information on numerous opportunities for families to be involved through various avenues. Additionally, links to documents parents can access at anytime to review school, district, and community resources for information and support are provided. In order to better support students and improve engagement of all families, LUSD has created an MTSS structure that was implemented in 2019-2020. These monthly meetings allow school site teams to better identify and support students through early intervention and provides teachers with resources that allow them to better serve students and report on progress to families.|LUSD currently offers professional development to staff on building relationships with students and families and has structures in place to ensure regular school-to-home communication. LUSD has increased the number of District English Learner Advisory Committee (DELAC) meetings held during the year. During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected. In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible. Additionally, interpreters and translation programs are utilized to provide communication in a family's home language. At some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees. In this way, schools are working to increase the participation of underrepresented groups. Annually, LUSD collects community feedback from all families through the LCAP survey as well public feedback provided at School Board meetings and through additional online surveys (such as 2020-2021 surveys on access to technology and seat-based verses distance learning attendance options). Questions on the survey solicit feedback on both state and local priorities. Additionally, LUSD hopes to increase participation in parent education events through the continued use of an online platforms and on-demand materials. To accomplish this, a series of parent information videos have been designed to inform and support parents at home around topics such as, internet safety, curriculum access, social-emotional supports, and supporting students over the summer. Stakeholder group meetings are held throughout the year and feedback from these stakeholder groups informs the annual LCAP. These stakeholder groups include site level groups such as Parent-Teacher Clubs and district-wide groups such as DELAC. To increase participation, ongoing communication through school site principals, our English Language Teacher, and other district representatives occurs throughout the year. When applicable, communication is translated to home language in order to improve communication efforts and thereby boost participation. At some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees. In this way, schools are working to increase the participation of underrepresented groups. Annually, LUSD collects community feedback from all families through the LCAP survey. Questions on the survey solicit feedback on both state and local priorities.|5|5|5|5|5|5|5|5|4|4|3|4|2021-06-16||2021 31668450117150|Loomis Basin Charter|3|As mentioned in the above sections, LBCS collects feedback from families through multiple avenues. We utilize LCAP survey feedback, SSA survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Alliance, to allow parents the opportunity to meaningful participate in their children’s education. Through varied and personalized methods of communication, LBCS is working with LUSD to continue exploring avenues we can use to increase the participation and engagement of our underrepresented families. Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest--such as those areas being focused on for parent education videos. LBCS plans to continue these efforts in the year to come in order to improve the engagement of all families.|LBCS provides professional development and dedicated collaboration time across all grade levels, during which teachers and administrators discuss student data, progress, and action plans for student support. Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth. While these conversations happen throughout the year informally, there are also formal structures in place such as Student Study Teams (SST), Individualized Education Plan (IEP), and 504 meeting, as well as parent-teacher conferences. LUSD’s Special Education Coordinator has conducted professional development for all site administrators, including the LBCS director, to help them better understand the IEP process and documentation. Individualized coaching support is also provided as needed. A significant portion of this professional development involved discussions on the importance of, and how to foster, meaningful parent participation. LUSD’s annual notification process includes information on numerous opportunities for families to be involved through various avenues. Additionally, links to documents parents can access at anytime to review school, district, and community resources for information and support are provided. In order to better support students and improve engagement of all families, LBCS has created an MTSS structure. This includes monthly meetings that allow school site teams to better identify and support students through early intervention as well as provide teachers with resources that will allow them to better serve students and report on progress to families.|LBCS, in conjunction with LUSD, currently offers professional development to staff on building relationships with students and families and has structures in place to ensure regular school-to-home communication. LUSD has increased the number of District English Learner Advisory Committee (DELAC) meetings held during the year and LBCS English Learner families are included in these meetings. During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected. In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible. Additionally, interpreters and translation programs are utilized to provide communication in a family's home language. Annually, LBCS collects community feedback from all families through the LCAP survey as well public feedback provided at School Board meetings and through additional online surveys (such as 2020-2021 surveys on access to technology and seat-based verses distance learning attendance options and the annual SSA survey). Questions on the survey solicit feedback on both state and local priorities. Additionally, LBCS, as a part of LUSD, hopes to increase participation in parent education events through the continued use of an online platforms and on-demand materials. To accomplish this, a series of parent information videos have been designed to inform and support parents at home around topics such as, internet safety, curriculum access, social-emotional supports, and supporting students over the summer.|5|5|4|4|5|4|5|5|4|4|3|4|2021-06-16||2021 31668520000000|Newcastle Elementary|3|Despite the capacity or ability of staff and administration to engage with and encourage participation in advisory committees, sometimes it is difficult to for families to participate. This is true in a typical school year and Covid, coupled with changes to adminstration and teaching staff mid-year, complicated this process even more. In a traditional school year, part of this can be due to our smaller population. Committees like School Site Council led the effort of collaboration with parents to engage in decision-making activities. This type of committee will started to do work on making suggestions for improving family activities at school that are engaging, relevant, and informative with a focus on recovery after pandemic restrictions are lifted. One area identified for improvement is the participation rate for families of students who qualify as English language learners, foster youth, homeless youth, and/or socioeconomically disadvantaged. The district will improve the engagement of underrepresented families by reaching out and communicating individually with a greater level of frequency. This can include collecting individualized information from families or sending separate surveys that focus on the greatest needs of these families and students, including addressing hurdles that may keep families from engaging with the school.|Distance learning and Covid has made traditional partnerships between home and school more challenging, but still incredibly important. New site administration has done a wonderful job of increasing and improving communication, mainly by ensuring each contact is followed up, making a tremendous effort to call families personally instead of relying on email, and by promoting and encouraging that same personal contact with all teachers and staff. Another current strength in family partnerships has been the use of iReady in all grades K-8 and the ability of the program to share clear, relevant, and meaningful data to students and families about individual student academic achievement throughout the year and not just at calendared parent conference times. One area for improvement is to continue to help families understand their legal rights and to be able to advocate for them. The district has made improvements in communicating rights of homeless families and has worked hard to inform these families of how the school and county can help them, including individually reaching out to homeless families that are already identified, and working closely with those that may be, but are not yet, identified. The special education department and the 504 department inform families of their legal rights at each meeting, but in order to improve the 504 process, based on 504 family stakeholder feedback, all meetings will be scheduled within the first 2 weeks of school to ensure that families are starting each school year with a full understanding of their rights.|Newcastle Elementary School District is known as a small community and family-focused school. Relationships between all stakeholders, including staff, students, parents, and the community are at the center of the district mission and vision. The greatest strength in parent relationships within our district lies in the bonds created between teachers and the families they serve. Newcastle is a community focused school that values the longevity and history of families who have had more than one generation attend school here, sometimes being enrolled with the same teacher. Capacity in the area of building trusting and respectful relationships with families is one of the greatest strengths of all staff members. Covid created new restrictions on how visitors and family members could participate in on-campus activities and created difficulties in how the district provided welcoming environments as these are usually done in person and had to shift to communication solely through videos and phone calls. Increased communication during the 2020-2021 school year became the critical lifeline between school and home to share and collaborate on student progress and academic achievement. A new area for improvement was made aware through stakeholder feedback and during parent meetings where the need to identify family cultures was discussed multiple times. While this conversation was started in the context of Black History Month, it made the district aware of other family cultures and student identities that can be and should be celebrated. NESD rated as a 5 for supporting staff learning about family strengths and goals for their children, but the score was reduced to a 4 because of the need to improve in understanding cultures and languages. Because these families most frequently identify as underrepresented, school site administration is partnering with key families to help plan engaging and interactive learning opportunities for all students that address a variety of family cultures.|5|4|4|5|4|5|5|5|5|4|4|4|2021-06-23||2021 31668520109827|Newcastle Charter|3|Despite the capacity or ability of staff and administration to engage with and encourage participation in advisory committees, sometimes it is difficult to for families to participate. This is true in a typical school year and Covid, coupled with changes to adminstration and teaching staff mid-year, complicated this process even more. In a traditional school year, part of this can be due to our smaller population. Committees like School Site Council led the effort of collaboration with parents to engage in decision-making activities. This type of committee will started to do work on making suggestions for improving family activities at school that are engaging, relevant, and informative with a focus on recovery after pandemic restrictions are lifted. One area identified for improvement is the participation rate for families of students who qualify as English language learners, foster youth, homeless youth, and/or socioeconomically disadvantaged. The district will improve the engagement of underrepresented families by reaching out and communicating individually with a greater level of frequency. This can include collecting individualized information from families or sending separate surveys that focus on the greatest needs of these families and students, including addressing hurdles that may keep families from engaging with the school.|Distance learning and Covid has made traditional partnerships between home and school more challenging, but still incredibly important. New site administration has done a wonderful job of increasing and improving communication, mainly by ensuring each contact is followed up, making a tremendous effort to call families personally instead of relying on email, and by promoting and encouraging that same personal contact with all teachers and staff. Another current strength in family partnerships has been the use of iReady in all grades K-8 and the ability of the program to share clear, relevant, and meaningful data to students and families about individual student academic achievement throughout the year and not just at calendared parent conference times. One area for improvement is to continue to help families understand their legal rights and to be able to advocate for them. The district has made improvements in communicating rights of homeless families and has worked hard to inform these families of how the school and county can help them, including individually reaching out to homeless families that are already identified, and working closely with those that may be, but are not yet, identified. The special education department and the 504 department inform families of their legal rights at each meeting, but in order to improve the 504 process, based on 504 family stakeholder feedback, all meetings will be scheduled within the first 2 weeks of school to ensure that families are starting each school year with a full understanding of their rights.|Newcastle Elementary School District is known as a small community and family-focused school. Relationships between all stakeholders, including staff, students, parents, and the community are at the center of the district mission and vision. The greatest strength in parent relationships within our district lies in the bonds created between teachers and the families they serve. Newcastle is a community focused school that values the longevity and history of families who have had more than one generation attend school here, sometimes being enrolled with the same teacher. Capacity in the area of building trusting and respectful relationships with families is one of the greatest strengths of all staff members. Covid created new restrictions on how visitors and family members could participate in on-campus activities and created difficulties in how the district provided welcoming environments as these are usually done in person and had to shift to communication solely through videos and phone calls. Increased communication during the 2020-2021 school year became the critical lifeline between school and home to share and collaborate on student progress and academic achievement. A new area for improvement was made aware through stakeholder feedback and during parent meetings where the need to identify family cultures was discussed multiple times. While this conversation was started in the context of Black History Month, it made the district aware of other family cultures and student identities that can be and should be celebrated. NESD rated as a 5 for supporting staff learning about family strengths and goals for their children, but the score was reduced to a 4 because of the need to improve in understanding cultures and languages. Because these families most frequently identify as underrepresented, school site administration is partnering with key families to help plan engaging and interactive learning opportunities for all students that address a variety of family cultures.|5|4|4|5|4|5|5|5|5|4|4|4|2021-06-23||2021 31668520121608|Harvest Ridge Cooperative Charter|3|Harvest Ridge Cooperative Charter has made great efforts to seek input from multiple stakeholder groups, including parents. Parent involvement in school programs is important to the fluid operation of the school, but participating in the local governing board and advisory committees is key for providing critical feedback to the school and programs. Parents are welcomed and encouraged to be members of as well as attend board meetings, PTO meetings, Town Hall meetings, and to also be a part of advisory committees for the school. Parents/guardians have also had opportunities to attend workshops that are linked to both student learning and development and growth. Throughout the school year, parents were provided weekly updates on school events, educational programs, parent meetings, student activities, school policies and procedures, and important announcements. Parents serve in different capacities including volunteering in the classroom, Board of Directors, Finance Committee, Safety Committee, Parent Teacher Organization, and also a variety of other school committees.|Harvest Ridge Cooperative Charter School puts a great emphasis on building relationships with families and students. As a small school, staff has the ability to connect with families on a personal level. In addition to fall and spring conferences, parents meet an additional three times per year on campus with teachers for Learning Conferences. Teachers send out monthly newsletters, and staff uses email and Schoology to communicate with students and parents on a daily and weekly basis. Parents are encouraged to volunteer in classrooms and be part of committees, where collaboration is fostered and community built.|Harvest Ridge administration and staff keep an open flow of communication with parents regarding their student's progress and with supporting student outcomes. Staff participate in professional learning to support communication and collaboration with parents to create a team environment with school and family. Regular use of Schoology gives a forum for parents to monitor daily classroom assignments and assessments, and provides students with a platform to organize classroom expectations and communicate with their teacher regarding their current progress. Staff works closely through the Student Intervention Team committee and with the Special Education team to support families with their legal rights and advocating for their own students.|5|5|5|5|4|4|5|5|5|4|4|5|2021-06-10||2021 31668520127928|Rocklin Academy Gateway|3|Rocklin Academy Family of Schools has a strong history of seeking input from stakeholders when making decisions. This year in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer.|This year, more than ever, we have worked very hard to support our families. They have truly become partners in educating their children when students were unable to be on campus. We have provided videos and playlists to students to help support their learning when they were not participating in live sessions. We have reached out to families when students were absent, didn’t seem to be engaged, or were struggling. We have provided virtual intervention and enrichment sessions, held one-on-one virtual conferences, virtual student study team (SST) meetings, and IEPs. In partnering with the county, we have been able to provide a tremendous number of resources to help support students and their families on topics such as academics, social-emotional wellbeing, nutrition, etc. We will continue to work on this area of building partnerships with our families and increasing the bank of resources to support them.|Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning. Focusing on this mission, Rocklin Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, providing input on surveys, attending field trips, school events, sporting events, and various meetings. Rocklin Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, sporting events, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. In addition to these, other ways of providing meaningful input in the decision-making process for families has been serving on or participating at committee meetings such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Strategic Planning Committee, Local Control Accountability Plan (LCAP) Committee, and English Learner Committee (ELC) meetings. The COVID-19 pandemic made some engagement opportunities much more challenging in the 2020-21 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. When surveying parents and guardians in the 2020-21 school year, 79% of Rocklin Academy Gateway respondents indicated that they believe RAFOS seeks their input on decisions where another 93% indicated that they have participated in school-related activities this year. Because of the restrictions that have been put in place because of the COVID-19 pandemic, we realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us but look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard.|4|4|3|3|3|4|4|3|4|3|3|3|2021-06-14||2021 31668520138008|Golden Valley Tahoe|3|GVTS has many groups of parents to engage in around governance and community goals. Parents also complete surveys and participate in Town Hall meetings serval times each school year.|GVTS is working to build strong relationships with families. The school hopes to continue to build this relationship over years of town halls, parent surveys, parent-teacher conferences, and class meetings. However, the schools can do a better of job of using that cultural connection to reach out within other communities and create a stronger sense of understanding between home and school. While we work with each student closely over many years, we have yet to expand our diversity by creating ambassadors into underrepresented families.|GVTS focuses on parent teacher conferences and regular communications, but more can be done to bring support into the home to improve learning. GVTS can focus more on using the strong connections of staff and families to help specific learning goals for each child.|3|3|4|4|4|4|4|3|3|3|4|4|2021-06-02||2021 31668860000000|Placer Hills Union Elementary|3|PHUSD seeks feedback from families on how the District can improve in areas that engage families. Families have shared through surveys that there are many opportunities for involvement in the schools and they feel connected to our schools. PHUSD continues to ask for feedback from our families on how we can improve on our engaging families.|PHUSD consistently uses assessment throughout the school year to determine intervention needs for students and adjusts student learning opportunities accordingly. PHUSD works collaboratively with families and connects families with the resources that are needed for student success.|PHUSD staff work to build relationships with all families through volunteering opportunities, surveys, school site council, parent teacher clubs, parent education opportunities and on-going parents communication through emails, meetings and messaging. A strength has been a single point of communication for our families so that each know where to access information they need. An areas to focus is to continue to improve parent communication.|4|4|4|4|4|4|4|4|4|4|4|4|2021-11-10||2021 31668940000000|Placer Union High|3|PUHSD has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decisions being made at both the site and district level. All of our sites have School Site Councils, LCAP meetings, and Parent Clubs that play a vital role in the decision making process. Deliberate effort is made to include our underrepresented groups such as our socioeconomic disadvantaged students, students with disabilities, minority students, and our English Learners. The past four years, PUHSD has utilized student board members who play an important role at our board meetings and work with our board to ensure their voice is heard. They are tasked with going out in their school sites to get student concerns and perspective on a variety of issues at their campus, and report back to the board. Moreover, PUHSD employs Student Voice meetings which give students the opportunity to provide feedback to site and district administration. District administration also holds Student Engagement visits at all of the sites in which students get an opportunity to discuss their issues and concerns. PUHSD also spends a considerable amount of time analyzing student and parent surveys to identify needs and concerns that need to be addressed. An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for all of our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups.|Student learning and achievement are key areas of focus for PUHSD. More importantly, PUHSD understands and appreciates the many different variables that impact student achievement and has attempted to develop initiatives, programs, and systems that enhance our student outcomes. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site. Counselors work with both students and parents to ensure that they are taking courses that will promote college and career readiness. PUHSD also provides professional development to our staff that addresses student learning and outcomes. PUHSD utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic and targeted programs. Many of these agencies and programs have equity as a central focus. These deliberate and strategic partnerships have allowed us to support all of our students. All of our sites have Parent Information nights that provide timely and important information regarding academics, social/emotional health, college admissions and financial aid workshops. An area of focus will continue to be equity and achievement gaps. We realize that our socio economic disadvantaged students and our students with disabilities are behind the rest of the students and we are working to address those through these partnerships. We will continually solicit support, input, and involvement of our parents, partners, and communities.|Placer Union High understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, PUHSD takes great pride in creating a culture of involvement and cooperation. Key to this endeavor is the foundational philosophy of Quality Schools which attempts to create a needs satisfying environment for staff and students. PUHSD is continuously looking for ways to improve communication, trust, and relationships between our schools and our communities. To achieve all of this, PUHSD utilizes a variety of different strategies to build these relationships. All of our school sites have many ways to involve our parents, including School Site Councils, Parent Clubs, LCAP meeting nights, Back to School nights, and Parent Information Nights. PUHSD also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community via technology, and utilizing resources to support students and parents. PUHSD has increased its effective communication to parents via School Messenger, social media, and different computer based applications. PUHSD recognizes the need to continually improve our relationships, especially with our underrepresented student body, and is an area of focus. PUHSD reaches out specifically to parents of our underrepresented student to participate in district, and site based discussions and activities. PUHSD also includes different state and county organizations along with community groups to be involved in our site and district meetings.|5|5|3|4|5|5|5|5|5|5|5|5|2021-06-15||2021 31669100000000|Roseville City Elementary|3|While RCSD has diligently worked on improving communication, we acknowledge that it has increased one-way communication, and therefore, in 2019-2020, we began to strengthen our two-way communication. While we continued to work on two-way communication in 2020-2021, this is an RCSD the focus area for the next three years. Over the last few years, RCSD utilized community liaisons to develop stronger relationships with families and gather and provide better resources to support students on our campuses. The Community Liaisons work with all families but spend the majority of their time working with underrepresented families. Our district is also engaged in professional development to support inclusive practices for working with families and increasing ongoing feedback opportunities to understand better how and if our methods meet the needs of our families. RCSD spent time redeveloping our Student Support Process (SSP), formally the Student Study Team, in the 2018-2019 school year. In 2019-2020, we implemented the SSP at every site to ensure that all students are getting academic, social-emotional, and behavioral needs met. The process will also invite parents into a warm setting to ensure that our work is thoughtful with parent input and information. RCSD will begin working on two-way communication at a district and all schools through communication and survey tools.|Our district has engaged in Professional Development (PD) to support inclusive practices for working with families and learning communication structures and methods to meet families' needs better. Every site consistently utilizes the RCSD Student Support Process (SSP) to ensure that all students get their academic, social-emotional, and behavioral needs met. The teachers, facilitators, and administration all attend training on best practices for working with families. Professional development is also offered to support parents in helping their children with academics and their social-emotional health. RCSD has developed our own Parent University. The Parent University supports underrepresented families in improving parenting skills, learning about school programs, and speaking with community partners.|RCSD is dedicated to developing stronger relationships with families and gathering and providing better resources to support students on our campuses. RCSD has diligently worked on improving communication; we acknowledge we increased one-way communication, promoted the district programs, and deeply engaged families during the pandemic. RCSD will now begin to strengthen our two-way communication from 2021-2024. RCSD would like to enhance and improve two-way communication and community engagement with all school stakeholders and community partners by creating a three-year communication and community engagement plan. While necessary for all families, it is most critical for our underrepresented families. RCSD is committed to educational equity and actively developing inviting and engaging school environments. RCSD employs seven community liaisons to work with our families and spend most of their time working with underrepresented families. Community liaisons support families by providing resources, sharing information about the school, and ensuring that families feel comfortable engaging with the staff and school. Our district has been involved in professional development to support inclusive practices for working with families and increasing ongoing feedback opportunities to understand better how and if our methods meet the needs of our families. RCSD implemented our redeveloped Student Support Protocol (SSP). RCSD implements the SSP at every site to ensure that all students get their academic, social-emotional, and behavioral needs met. RCSD developed the process to ensure that our work is thoughtful and collaborative with parents, valuing their input and participation.|3|4|2|2|3|4|3|4|3|3|3|3|2021-06-23||2021 31669280000000|Roseville Joint Union High|3|The District currently has all three Title I schools engaging with their families to co-create an engagement policy which utilizes suggestions from the stakeholders to have more underserved families participate in their child’s school. The district is engaging a variety of stakeholders through the LCAP Stakeholder meetings to gather input on how to attain more involvement of parents in participating in surveys, family nights and other educationally related activities that the school or district might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home or provide more opportunities to volunteer at the school site.|Perception data from parents indicate that RJUHSD provides adequate information to parents and students regarding options for attending college after graduation and events at the school, but could improve in providing information regarding non-college options after graduation and how parents can volunteer at the school. RJUHSD is partnering with community groups and parents to increase the awareness of non-college options and increasing efforts to market and inform parents of the programs at our high schools. Parents report that they support their children at home, but we could do more to help them understand how to support their student’s learning at home.|RJUHSD perception data shows that staff feel they make connections with students and that strong positive relationships with students increase student achievement. Parents and students feel welcome and safe at school. Students report teachers care about them, but could do a better job knowing them as an individual and understanding their individual needs. Current efforts to improve are a larger, more involved stakeholder group for partnership with parents, students, and staff. These stakeholders will have a more direct role and impact on the review of data and recommendations for improvement. RJUHSD is increasing efforts to directly connect with students and parents of underrepresented groups to increase their involvement, awareness of school programs and opportunities.|3|3|1|2|1|2|3|2|3|3|4|3|2021-06-29||2021 31669280121418|John Adams Academy - Roseville|3|John Adams Academy continues to benefit from the high level of stakeholder engagement from staff, families, and the extended community. Having developed a robust virtual admissions process and a distance-learning program during the pandemic, the Academy planned adjustments to programming and delivery of its highly sought-after methodology by being attentive to the needs of its families. Though the majority of the 2020-21 engagement was related to COVID-19 response and planning, the engagement also included stakeholder input on the allocation of resources and future programming. The process involves a variety of engagement, including surveys and both formal and informal meetings through its Parent Service Organization (PSO), staff, a Scholar Council, English Language Advisory Council, and Board of Directors. Site administration continually meets with parents that wish to influence the Academy’s decision-making through suggestions or by participating in the development of extra-curricular programs. In the Fall of 2018, an LCAP School Climate and Parent engagement survey was sent to all families including scholars. In 2019, the Academy made use of an overall satisfaction survey, which allowed families to comment on any issue that they wanted to address. Beginning in the spring of 2020, due to the more pressing needs of the COVID-19 response, multiple parent surveys and other opportunities for communication were available to our community. Feedback focused on their comfort and satisfaction with distance learning and in-person learning, as well as their overall satisfaction with recent changes in programming. Stakeholders also provided comments on any issues or concerns regarding the Academy’s operations, academics, culture, and communication. In addition to the feedback regarding COVID-19 programming and procedures, input showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. With a large interruption in the lives of our scholars and families, it is clear that all stakeholders will benefit from stronger relationships with their mentors and the school environment. John Adams Academy gives careful attention to extend the reach of our social/emotional supports beyond the normal bounds of the counseling department, to include our entire staff in re-connecting all stakeholders to the school environment.|John Adams Academy provides support for our families with an abundance of engagement opportunities throughout the year. The Parent Service Organization (PSO) provides a family-to-family platform to welcome new families, support teachers in the classroom, and lead fundraisers to support activities that benefit our scholars. All families are given the opportunity to meet with teachers during Fall and Spring teacher conferences. All families have access to technology that allows direct involvement in the John Adams Academy curriculum and daily learning with access to Google Classroom. All families have access to a communication tool called Parent Square. Parent Square has mobile options for parents with less access to technology, teacher-to-parent and parent-to-teacher communication options, and offers translations in dozens of languages. All families have Aeries accounts that provide them with live access to scholar academic achievement, assessment scores, and attendance. The John Adams Academy website features a “Families” tab that links to our Family/Scholar Handbook and other informational documents to support families and scholars in navigating the school year.|Throughout 2020 and 2021, challenges created by the COVID-19 pandemic disrupted normal family engagement opportunities. Despite that interruption, John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, Town Hall meetings, “Doughnuts with the Dean”, and other family engagement activities. Additionally, the Academy offers quarterly parent information nights that will support families in understanding a classical education and how to support their scholars in the development of a personal mission, the acquisition of virtue through the use of the Ten Core Values and the ways to communicate through the language of shared purpose. The Headmasters and Deans will organize these nights, with input on topics given by our PSO.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-07||2021 31669440000000|Tahoe-Truckee Unified|3|The Translations and Bilingual Services Department supports all schools and parents to ensure that parents have access to information related to their child, their rights as parents and information needed to provide input or to make decisions. Family engagement activities and meetings are always adjusted based on parent feedback to increase participation, add certain topics or adjust times and dates of meetings and events. An area to improve and capitalize on is the home/school partnership that was developed during school building closures.|Successes Bilingual Services spent endless hours on the phone supporting families and students on how to navigate online platforms, provided virtual appointments to support families and provided families with educational videos in Spanish on how to navigate online platforms Community Partnerships were strengthened and provided a lot of support to families and students. One local non-profit helped to support hot spots for families. Frequent communication All students who needed wifi access were served Challenges Supporting parents to successfully provide instruction on a distance learning platform Being a rural area, there are limited choices for broadband services An area to improve and capitalize on is the home/school partnership that was developed during school building closures.|Successes Bilingual Services spent endless hours on the phone supporting families and students on how to navigate online platforms, provided virtual appointments to support families and provided families with educational videos in Spanish on how to navigate the platforms Community partnerships were strengthened and provided a lot of support to families and students. One local non-profit helped to provide hot spots for families Frequent communication All students who needed wifi access were served. Challenges Supporting parents to successfully provide instruction on a distance learning platform Being in a rural area, there are limited choices for broadband services An are to improve and capitalize on is the home/school partnership that was developed during school building closures.|4|4|3|3|3|5|4|5|4|4|4|4|2021-06-23||2021 31669510000000|Western Placer Unified|3|WPUSD principals work regularly with coaches/mentors on a variety of topics, including engaging families in advisory groups and with decision-making. Annually, at school staff meetings, principals review the district's LCAP priorities and reinforce the importance of parent partnerships and parent contributions to the school community. WPUSD values parent input on funding and programmatic decisions. Parents serve on district and/or school committees (i.e. – School Site Councils, English Learner Advisory Committees, the District Advisory Committee/District English Learner Advisory Committee, and Parent-Teacher Associations, to name a few), participate in multiple surveys, and are encouraged to communicate with school and district staff regularly. Parent input is woven directly into the LCAP stakeholder engagement process. The district's DAC/DELAC parent group serves as an advisory group to the district's LCAP Committee (made up of certificated staff, classified staff, and administration). Agendas for DAC/DELAC and the LCAP Committee are planned at the same time; requests for input/feedback are planned, intentional, and valued. Spanish interpreting services are always provided at district committee meetings to insure full access for all parents. A draft parent involvement plan, focused on the six categories of parent engagement and involvement (based on the State Board of Education’s Parent and Family Involvement Policy, the National PTA’s National Standards for Family-School Partnerships, and Joyce L. Epstein’s Framework of Six Types of Parent Involvement), was jointly developed by parents (via feedback provided to the district's parent liaisons) and other district staff in fall, 2018. Revisiting the parent involvement plan and getting it formally approved is a goal of ours and will ensure parent and family engagement remains a district priority going forward. WPUSD has strong partnerships with the Latino Leadership Council, the Coalition for Auburn and Lincoln Youth (CALY), and Lighthouse (a community counseling and family resource center).|As mentioned in the prompt above, parents are given the opportunity to meet with their children's teacher(s) twice yearly during parent conference weeks to learn about their children's academic achievement and to receive suggestions for working with their children at home. Mini-trainings on technology programs (i.e. - iReady, Schoology) are offered in the fall. Back to School Nights are used as a forum to explain content standards and assessments to parents. Additionally, parents have the opportunity to participate in other parent-focused educational programs across the district: continuing education classes (GED Prep, ESL), Love & Logic, and the Latino Literacy Project, to name a few. We also offer a host of topic-specific information nights throughout the school year (i.e. – AVID Parent Nights, English Learner Parent Nights, Science Nights, Math Nights). Many of these opportunities remain in either a virtual or in-person format, but some have been postponed or reduced in scope as a result of the COVID-19 pandemic.|Trust is the most important component in building relationships with families. Families want to feel valued, and they want to know that their children will be safe, acknowledged, and have positive experiences at school. Therefore, our main focus in this area is earning parents’ trust. We do this in a variety of ways. Close to 200 staff members are trained in the Youth Development framework, which provides tools and practices to help youth become healthy, productive adults. This program, along with PBIS (Positive Behavior Support) and Love & Logic (an approach to working with youth that focuses on care, compassion, and empathy), gives us strategies to build strong relationships with students and their families. We are working to develop more professional development opportunities related to learning about our families’ diverse cultures and languages. All K-8 families are given an opportunity to meet with teachers twice a year during parent conference weeks. Secondary families (grades 6-12) utilize an online platform called Schoology to communicate regularly with their children’s teachers. Additional two-way communication between families and educators is encouraged via surveys, and various formal and informal parent input meetings (i.e. – PTAs, School Site Councils, English Learner Advisory Committees, “coffees with the principal”). Recognizing that speaking another language can be a barrier that inhibits parent participation, WPUSD has hired four bilingual parent liaisons to help facilitate meaningful participation from Spanish-speaking families and from other families who struggle to access school/district services.|4|4|2|4|4|5|5|5|4|4|4|4|2021-10-05||2021 31669510135871|John Adams Academy - Lincoln|3|John Adams Academy continues to benefit from the high level of stakeholder engagement from staff, families, and the extended community. Having developed a robust virtual admissions process and a distance-learning program during the pandemic, the Academy planned adjustments to programming and delivery of its highly sought-after methodology by being attentive to the needs of its families. Though the majority of the 2020-21 engagement was related to COVID-19 response and planning, the engagement also included stakeholder input on the allocation of resources and future programming. The process involves a variety of engagement, including surveys and both formal and informal meetings through its Parent Service Organization (PSO), staff, a Scholar Council, English Language Advisory Council, and Board of Directors. Site administration continually meets with parents that wish to influence the Academy’s decision-making through suggestions or by participating in the development of extra-curricular programs. In the Fall of 2018, an LCAP School Climate and Parent engagement survey was sent to all families including scholars. In 2019, the Academy made use of an overall satisfaction survey, which allowed families to comment on any issue that they wanted to address. Beginning in the spring of 2020, due to the more pressing needs of the COVID-19 response, multiple parent surveys and other opportunities for communication were available to our community. Feedback focused on their comfort and satisfaction with distance learning and in-person learning, as well as their overall satisfaction with recent changes in programming. Stakeholders also provided comments on any issues or concerns regarding the Academy’s operations, academics, culture, and communication. In addition to the feedback regarding COVID-19 programming and procedures, input showed a direct need for the Academy to fortify stakeholder’s connectedness and reinforce the strong, positive, cultural environment the Academy has provided for so many years. With a large interruption in the lives of our scholars and families, it is clear that all stakeholders will benefit from stronger relationships with their mentors and the school environment. John Adams Academy gives careful attention to extend the reach of our social/emotional supports beyond the normal bounds of the counseling department, to include our entire staff in re-connecting all stakeholders to the school environment.|John Adams Academy provides support for our families with an abundance of engagement opportunities throughout the year. The Parent Service Organization (PSO) provides a family-to-family platform to welcome new families, support teachers in the classroom, and lead fundraisers to support activities that benefit our scholars. All families are given the opportunity to meet with teachers during Fall and Spring teacher conferences. All families have access to technology that allows direct involvement in the John Adams Academy curriculum and daily learning with access to Google Classroom. All families have access to a communication tool called Parent Square. Parent Square has mobile options for parents with less access to technology, teacher-to-parent and parent-to-teacher communication options, and offers translations in dozens of languages. All families have Aeries accounts that provide them with live access to scholar academic achievement, assessment scores, and attendance. The John Adams Academy website features a “Families” tab that links to our Family/Scholar Handbook and other informational documents to support families and scholars in navigating the school year.|Throughout 2020 and 2021, challenges created by the COVID-19 pandemic disrupted normal family engagement opportunities. Despite that interruption, John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, Town Hall meetings, “Doughnuts with the Dean”, and other family engagement activities. Additionally, the Academy offers quarterly parent information nights that will support families in understanding a classical education and how to support their scholars in the development of a personal mission, the acquisition of virtue through the use of the Ten Core Values and the ways to communicate through the language of shared purpose. The Headmasters and Deans will organize these nights, with input on topics given by our PSO.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-07||2021 31669513130168|Horizon Charter|3|The school takes seriously the necessity of involving parents and students in the decision-making process. Parents are regularly invited to participate on committees. Examples of committees where Horizon seeks parent involvement include WASC/LCAP, a Parent Planning Team, and the ELAC committee. The Lincoln Montessori maintains a strong Parent Advisory Committee that meets regularly throughout the school year to participate in the decision-making process. Surveys and feedback forms are sent out regularly to increase parent involvement and input regarding school wide decisions. Students are asked to participate in post event evaluations and end of course surveys. While the school maintains several opportunities for families to provide input and feedback in regard to decision-making; parent and student participation on committees continues to be a struggle. The school has identified parent participation and specifically the engagement of underrepresented families as an area of focus. This area for growth will be addressed through increased outreach to all parents; with a specific focus on the engagement of underrepresented families. The school will increase opportunities for involvement by providing online parent participation opportunities. In addition, the school will implement a student leadership team, seeking participation from all interested high school students. The student leadership team will serve as a committee comprised of teachers, administrators and students.|In the area of Building Partnerships for Student Outcomes, HCS has identified that progress in providing families with information and resources to support student learning and development in the home as an area of strength. 95% of parents surveyed reported that they are very involved in their child’s education on a daily basis. 90% of parents surveyed reported that they work together with their students’ teachers to discuss student progress and ways to support in any area of student academic concern. An English Learner Advisory Committee (ELAC) meets throughout the school year to further support the needs of our English learner students. The Parent Liaison, Parent Educator and Contract Programs department actively worked to reach out to bring families together in a variety of ways. Over the 2018/19 school year the parent involvement in workshop attendance continued to increase by over 600 attendees compared to the prior 2017/18 school year. While the increase in parent engagement is to be noted, the school has identified a demonstrated need to disaggregate further data to determine the percentage rate of underrepresented families. To address this area for growth the school will improve the use of data to determine the most effective ways to engage underrepresented families. During the 2021-2022 school year the school will capitalize on virtual communication technology to all staff in order to increase opportunities for face to face meetings and classes between school community members. This technology will be continue to be utilized to increase committee membership accessibility to parents and students. External Professional Development will be provided to teaching staff to further develop their capacity as academic coaches.|"Horizon Charter School holds a high regard for fostering relationships between the organization and the community it serves. Through a 2021 parent survey, it was evident that the relationship between the Supervising Teacher and our families are the strength of our Charter. The supervising teacher is regarded as the advocate and champion for Horizon Charter students and often referred to as ""part of the family"". This year, we are moving to a strategic model that challenges the, potential, 14 year assignment of 1 supervising teacher during the course of a student's Horizon career, however, we are confident that the many amazing Supervising Teachers will diversify the support systems for our Horizon students and maintain the strong teacher-family relationship. In terms, of broadening our school-wide potential for relationship building with our families and community, our grade span organizational plan aligned with efforts to streamline systems that puts service to families at the heart, will result in the ability to broaden our articulated and coordinated efforts to progress in the areas of welcoming families, understanding family diversity, and broadening our communication systems."|3|2|2|2|2|3|3|2|2|2|2|1|2021-06-17||2021 31750850000000|Rocklin Unified|3|During the 2020-21 school year, Rocklin Unified School District continued to invest in outreach efforts with our parents and guardians, with alterations due to Covid-19. In addition to home to school and school to home communication happening at school sites, multiple advisory and parent engagement group existed across the district including: LCAP parent/guardian advisory groups, parent teacher clubs, school site councils, boosters, English Language Advisory Committee, District English Language Advisory Committee, and Gifted and Talented Education Advisory Committee, Homeless and Foster Youth Advisory Committee, Equity and Inclusivity Steering Committee. As part of the LCAP development process, three teams (one parent/guardian, one staff, and one district team) met three times to analyze data and provide input on services and programs for our students. Additionally, all families and staff have the opportunity to participate in an LCAP survey to share their perspectives about services and supports in the District to address the state priorities. LCAP advisory groups participated in authentic experiences, including analyzing student achievement data, data to inform local indicators, student forum information, and staff and parent/guardian survey results. Ensuring parents are inclusive of the groups in our district will continue to be a focus in the 2021-22 school year.|Rocklin Unified School District strives to build and maintain strong partnerships with families and community members in order to positively impact student outcomes. During the 2020-21 school year, school staff regularly communicated and engaged with families through parent teacher conferences, family nights, school site council meetings, back to school nights, open house/showcase nights, and ongoing verbal and written communication between school and home. Covid-19 has changed the mode of communication to virtual interactions, however communication and partnerships remained a focus. Additionally, the District maintains high involvement from teacher and staff groups in determining areas of focus in district programs and services. During the 2018-19 school year, a professional development advisory group was formed to provide input on the next three-year professional development plan and a special education solutions-based team was formed for the 2019-20 school year to collectively work to improve services for students with disabilities. The professional development advisory group continues to review and provide input on the three-year plan. This plan will be refreshed during the 2021-22 school year. The District is continuing to work on our partnership with parents and guardians of students with disabilities. Parents/guardians and staff were also involved in three Equity and Inclusivity sub-committees and two Racial Healing series to engage our families and school community in ways to create more inclusive and equitable schools. Additionally, Trustees and District staff engaged parents in January 2021 around budget development and priorities during special PTC meetings.|Rocklin Unified School District has continued to focus on building and sustaining relationships with our families and community. During the 2020-21 school year, the District maintained previous efforts to engage families through the LCAP development process and continued the Equity and Inclusivity Steering Committee to strengthen our practices and outreach for and of underrepresented groups. Recommendations from this group around stakeholder engagement included the following: 1) purposely communicate the vision of equity and inclusivity to parents, 2) increase family engagement activities with all families, 3) create opportunities for district and school personnel to engage in dialogue, and 4) increase communications in home languages of families and provide support for bilingual staff. Additionally, the District sustained outreach efforts, including parent information sessions at all school sites, district-level parent information sessions, and increased communication from school to home and home to school related to the History Social Studies curriculum. A continued area for growth for our District during the 2020-21 school year is in the area of communication. This is one of three focus areas for the district and will impact all levels - staff to staff, staff to students, students to students, school to family and family to school. The District will also continue the outreach efforts through our partnerships in education program and ongoing parent outreach conducted at each of our schools and from our Communications Department.|4|3|3|3|4|4|4|5|5|4|3|4|2021-06-17||2021 31750850114371|Rocklin Academy at Meyers Street|3|Rocklin Academy Family of Schools has a strong history of seeking input from stakeholders when making decisions. This year in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer.|This year, more than ever, we have worked very hard to support our families. They have truly become partners in educating their children when students were unable to be on campus. We have provided videos and playlists to students to help support their learning when they were not participating in live sessions. We have reached out to families when students were absent, didn’t seem to be engaged, or were struggling. We have provided virtual intervention and enrichment sessions, held one-on-one virtual conferences, virtual student study team (SST) meetings, and IEPs. In partnering with the county, we have been able to provide a tremendous number of resources to help support students and their families on topics such as academics, social-emotional wellbeing, nutrition, etc. We will continue to work on this area of building partnerships with our families and increasing the bank of resources to support them.|Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning. Focusing on this mission, Rocklin Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, providing input on surveys, attending field trips, school events, sporting events, and various meetings. Rocklin Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, sporting events, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. In addition to these, other ways of providing meaningful input in the decision-making process for families has been serving on or participating at committee meetings such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Strategic Planning Committee, Local Control Accountability Plan (LCAP) Committee, and English Learner Committee (ELC) meetings. The COVID-19 pandemic made some engagement opportunities much more challenging in the 2020-21 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. When surveying parents and guardians in the 2020-21 school year, 80% of Rocklin Academy respondents indicated that they believe RAFOS seeks their input on decisions where another 96% indicated that they have participated in school-related activities this year. Because of the restrictions that have been put in place because of the COVID-19 pandemic, we realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us but look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard.|4|4|4|3|4|4|4|3|4|4|3|3|2021-06-14||2021 31750850119487|Western Sierra Collegiate Academy|3|Rocklin Academy Family of Schools has a strong history of seeking input from stakeholders when making decisions. This year, in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer.|This year, more than ever, we have worked very hard to support our families. They have truly become partners in educating their children when students were unable to be on campus. We have provided videos and playlists to students to help support their learning when they were not participating in live sessions. We have reached out to families when students were absent, didn’t seem to be engaged, or were struggling. We have provided virtual intervention and enrichment sessions, held one-on-one virtual conferences, virtual student study team (SST) meetings, and IEPs. In partnering with the county, we have been able to provide a tremendous number of resources to help support students and their families on topics such as academics, social-emotional wellbeing, nutrition, etc. We will continue to work on this area of building partnerships with our families and increasing the bank of resources to support them.|Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning. Focusing on this mission, Rocklin Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, attending field trips, school events, sporting events, and various meetings. Rocklin Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, sporting events, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. In addition to these, other ways of providing meaningful input in the decision-making process for families has been serving on or participating at committee meetings such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Strategic Planning Committee, Local Control Accountability Plan (LCAP) Committee, English Learner Committee (ELC) meetings, and the Operations Committee. The COVID-19 pandemic made some engagement opportunities much more challenging in the 2020-21 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. When surveying parents and guardians in the 2020-21 school year, 68% of WSCA respondents indicated that they believe RAFOS seeks their input on decisions where another 93% indicated that they have participated in school-related activities this year. Because of the restrictions that have been put in place because of the COVID-19 pandemic, we realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us but look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard.|4|4|3|3|3|3|3|3|4|3|3|3|2021-06-14||2021 31750856118392|Rocklin Academy|3|Rocklin Academy Family of Schools has a strong history of seeking input from stakeholders when making decisions. This year in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer.|This year, more than ever, we have worked very hard to support our families. They have truly become partners in educating their children when students were unable to be on campus. We have provided videos and playlists to students to help support their learning when they were not participating in live sessions. We have reached out to families when students were absent, didn’t seem to be engaged, or were struggling. We have provided virtual intervention and enrichment sessions, held one-on-one virtual conferences, virtual student study team (SST) meetings, and IEPs. In partnering with the county, we have been able to provide a tremendous number of resources to help support students and their families on topics such as academics, social-emotional wellbeing, nutrition, etc. We will continue to work on this area of building partnerships with our families and increasing the bank of resources to support them.|Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning. Focusing on this mission, Rocklin Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering in the classroom, participation on committees, providing input on surveys, attending field trips, school events, sporting events, and various meetings. Rocklin Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been established to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, sporting events, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. In addition to these, other ways of providing meaningful input in the decision-making process for families has been serving on or participating at committee meetings such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Strategic Planning Committee, Local Control Accountability Plan (LCAP) Committee, and English Learner Committee (ELC) meetings. The COVID-19 pandemic made some engagement opportunities much more challenging in the 2020-21 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. When surveying parents and guardians in the 2020-21 school year, 80% of Rocklin Academy respondents indicated that they believe RAFOS seeks their input on decisions where another 96% indicated that they have participated in school-related activities this year. Because of the restrictions that have been put in place because of the COVID-19 pandemic, we realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us but look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard.|4|4|4|3|4|4|4|3|4|4|3|3|2021-06-14||2021 32669693230083|Plumas Charter|3|PCS has a consistent system in place to engage stakeholders in decision making. This is outlined in the LCAP. An area for improvement here is to increase the engagement of SPED parents as evidenced by the lower survey participation of this group.|With COVID, instructional staff had to work diligently to make much information available to families in a variety of formats. Staff also had to create opportunities for parents to engage virtually with the school and to support students. Staff also bridged educational programs to be consistently available both in the home and at the school sites, with seamless transitions between the two. An area for ongoing attention is to maintain the variety of communication platforms and opportunities that were established during the 2020-2021 year for easy access.|PCS prides itself on its ability to build relationships with families and students. This topic is addressed regularly in collaboration meetings, and in stakeholder feedback opportunities. Because of our small size and educational model, there is an emphasis on this level of communication. Relationships with both parents and students have been somewhat stunted this year due to COVID safety protocol. PCS looks forward to more in person opportunities with parents and students during the 2021-2022 school year.|4|4|4|4|4|4|4|4|4|4|5|4|2021-04-26||2021 33103300000000|Riverside County Office of Education|3|"Alternative Education used the Self- Reflection Tool for Parent Engagement (Priority 3) provided by CDE. ""Rate the LEA’s progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."" It was rated as 4 – Full Implementation in 2020-2021"|"Alternative Education used the Self- Reflection Tool for Parent Engagement (Priority 3) provided by CDE. ""Rate the LEA’s progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."" It was rated as 4 – Full Implementation in 2020-2021"|RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. Based on your experience with RCOE, identify the number which best indicates RCOE Alternative Education’s current stage of implementation for each practice using the following rating scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation 4 – Full Implementation; 5 – Full Implementation and Sustainability|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-02||2021 33103300110833|River Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. Families are involved in our WASC visits as well as in visits from our authorizer. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC, and to collaborate with leadership for decision-making. We will collaborate with our Equity, Diversity, and Inclusion Team to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture, which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and/or newsletters. Personalized learning goals for every student are established in partnership with their families, so students work on goals in the school and home setting. Programs have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers’ and leaders’ abilities to partner with families. The school recognizes the need to be more intentional about the specific things teachers should do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families, especially underrepresented families. We have many bright spots across the school, where leaders are doing this quite well, and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA, and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide, we are focused on professional development for staff that strengthens their abilities to support students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures, traditions, and rituals. Also, we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips, and clearly communicating these opportunities to families. We have an Equity, Diversity, and Inclusion Team in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students and families are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2021-06-10||2021 33103300125237|Leadership Military Academy|3|There has been progress in providing more opportunities for parents to provide input and feedback. Leadership Military Academy solicits parent/family input through a variety of methods. In addition to direct communication with staff, families engage in advisory groups and decision-making through participation in the LCAP/WASC, surveys, ELAC, and School Site Council. The Board of Directors has always included at least one parent/guardian of an Leadership Military Academy student and has had several parents interested. Additionally, in the 2021 stakeholder survey on the state priorities, a record number of parents participated and comprised 37% of the respondents.|Building partnerships with students and families begins at the first meeting, when families discuss goals with staff, and are oriented to the culture and environment at Leadership Military Academy. Families are invited to school events, they are a part of the LCAP/WASC process, and collaborate with teachers to find the best ways to support their student. The capacity of all staff has grown at building positive and respectful relationships with students and their families.|Leadership Military Academy provides families opportunities and resources to fully participate in their child's education. Building relationships is a key tenet of Leadership Military Academy and the entire staff strives to create a welcoming, safe environment. Outreach includes all levels of staff and employs multiple methods of communication to ensure every family is connected and in contact. Parents/guardians are also members of committees like the ELAC and School Site Council.|4|3|3|5|4|4|3|4|4|3|3|3|2021-06-17||2021 33103300125385|Imagine Schools, Riverside County|3|The academic team and staff completed a needs assessment to evaluate current programs and existing practices where the school identified the need for a more focused approach in the area of math. After researching several options, the school contracted West Ed to provide professional development for teachers and administrative team specifically, in the area of math. The school engaged in a two-year commitment with West Ed and employed an academic coach to provide ongoing support to teachers and staff. The school teachers and administrative team received training in the implementation of math strategies and best practices that resulted in positive results in internal assessments and later in the latest state assessment as reflected in the 2018/19 CAASPP results. The professional development also included ongoing coaching for teachers with feedback and adjustments to lesson plans to ensure teachers were utilizing the strategies in the classroom. In addition, the staff received training in increasing students’ collaboration with each other through discussion builders and academic discussions. These practices and strategies continue to be implemented. Imagine has committed to providing weekly uninterrupted time for grade level teams to meet and evaluate their own implementation. Grade level teams receive support from the academic director and coach in the use of these practices and lesson planning. Grade level leader meetings provide opportunity for adjustment in teaching and lesson planning as well as studying research based strategies.|Our school enrollment has been steady and we did hit our budgeted enrollment. We attribute our enrollment and reenrollment rates to the work our staff and teachers do as a team. Our school program is aligned to standards and parents appreciate the constant opportunities for involvement. Parents enjoy the opportunity to participate in various committees such as PTO, School Site Council and English Learner parent committee. Parents have communicated their satisfaction with the curriculum and program offered in a dual immersion setting. Parents have also shown their satisfaction with the recognition and assemblies that take place at the school to celebrate students reaching academic , attendance and accelerated reader goals. The schools culture has stemmed from the premise of providing parents with the BMW treatment where our staff takes the time to help and work with each individual family and their children, helping meet their needs and treating them as the most important situation at hand. Every family has a story and we take the time to listen, help and provide resources and assistance as needed. We also held coffee and donut with principal meetings for opportunities where parents can decide the agenda for the meeting. Parents appreciate the opportunities to have fun and provide their input in the decision making process. At this point we are already fully enrolled for the 2021/22 school year. We do have a waiting list in a few grade levels. Parents have expressed their satisfaction with the school throughout the year, but mostly impressed with the staff and teamwork they experienced from the onset of the school closure. Parents felt the support they received with the ongoing communication via parent square, principal zoom meetings, robocalls and with teachers. Parents have shared how the school's professionalism was evident through the preparations made in each classrooms and lessons as well as the deployment of chrome books and daily meals provided for our families.|"Leadership and Grade Level Teams to focus on EL and Foster Youth needs by: • Determine how instructional assistants will support students. • Select technology-based resources that can be used to maximize engagement, learning, and collaboration. • Identify materials (sets of student texts, workbooks, etc.) to send home with students. • Determine if the current curriculum has a digital integrated or designated ELD component for which the LEA already has a digital subscription. • Contact publishers and vendors to ask if free full access to components that support distance learning are available. • Consider a hybrid model for at-home learning (virtual learning and/or assignment packets). • Survey families to determine internet accessibility and provide guidance on how and where to get internet access. • Rural areas with no internet access will need alternative methods such as packets, public television and other services."|4|4|5|5|5|5|5|4|5|5|5|5|2021-06-17||2021 33103300128397|Come Back Kids|3|CBK annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting and to stakeholders and the public through the California School Dashboard. This self-reflection tool is organized into three sections. Each section includes promising practices in family engagement: 1. Building Relationships between School Staff and Families 2. Building Partnerships for Student Outcomes 3. Seeking Input for Decision-making CBK uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable CBK to engage in continuous improvement and determine next steps to make improvements in the areas identified. Based on your experience with CBK, identify the number which best indicates CBK Charter’s current stage of implementation for each practice using the following rating scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation 4 – Full Implementation; 5 – Full Implementation and Sustainability|CBK annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting and to stakeholders and the public through the California School Dashboard. This self-reflection tool is organized into three sections. Each section includes promising practices in family engagement: 1. Building Relationships between School Staff and Families 2. Building Partnerships for Student Outcomes 3. Seeking Input for Decision-making CBK uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable CBK to engage in continuous improvement and determine next steps to make improvements in the areas identified. Based on your experience with CBK, identify the number which best indicates CBK Charter’s current stage of implementation for each practice using the following rating scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation 4 – Full Implementation; 5 – Full Implementation and Sustainability|CBK annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting and to stakeholders and the public through the California School Dashboard. This self-reflection tool is organized into three sections. Each section includes promising practices in family engagement: 1. Building Relationships between School Staff and Families 2. Building Partnerships for Student Outcomes 3. Seeking Input for Decision-making CBK uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable CBK to engage in continuous improvement and determine next steps to make improvements in the areas identified. Based on your experience with CBK, identify the number which best indicates CBK Charter’s current stage of implementation for each practice using the following rating scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation 4 – Full Implementation; 5 – Full Implementation and Sustainability|5|4|4|4|4|4|4|4|4|4|4|5|2021-06-07||2021 33103300128777|Gateway College and Career Academy|3|The school has received significant input from our stakeholders for planning and decision making processes for several years. Our governing board meetings are well advertised and each meeting has time allotted for public participation. Additionally, the annual LCAP development process includes the collection of quantitative and qualitative data that is used to inform decision making and goal setting.|GCCA's strength in this area is related to a significant emphasis on low counselor to student ratios that allow for frequent close communication with parents/guardians. Our counselors meet with students and families regularly to discuss current needs as well as successes. The school receives frequent positive feedback about our ability to maintain meaningful communication with both students and supporters. Given that our students are older than most high school students, we want to continue working to engage the families and supporters of students who are over the age of 18.|"GCCA's strength in this area is related to a significant emphasis on frequent communication with students and parents. Counselors employ a ""case management"" approach to working with students, building repour is important for this approach to be effective. Additionally, the staff takes the time to invite families to take part in campus wide events to celebrate student success. These events were done virtually over the past two years, but we have a tradition of in-person celebrations held 2-3 times per year."|4|4|4|4|3|5|5|4|4|3|4|4|2021-06-24||2021 33103300136168|Temecula International Academy|3|TIA offers opportunities that engage our community and seek the feedback of our parents and families. Each month parents have the opportunity to attend school board meetings where they can make a public comment and stay connected to the ongoing developments in the school. In addition, town hall meetings are held to elicit input from parents/guardians to assist the school in moving forward with decision making and planning. The school continues to have sufficient parent support and participation, however, keeping this momentum going can be challenging. The school is in need of researching and exploring various ways in which the school can engage parents and help them become more actively involved as stakeholders of the school community. The school needs to define what this looks like and how it will be acted upon. In moving forward, the school will continue to obtain survey data that will inform the need to identify other means of family engagement.|Teachers make available a variety of resources that parents can use to support student learning at home. Various links and other resources are made available to our families via Class Dojo, Remind, and Google Classroom. Parent/teacher conferences also provide the opportunity to share resources and have specific conversations with parents regarding their child/children’s progress. Email communications are another vehicle for the faculty/staff to share and support families with the learning and development of students. TIA maintains an open door policy; administration encourages the staff to remain available to parents when they are in need of clarification regarding their child/children's progress and/or need assistance with facilitating students homework and other class assignments. Teachers are asked to respond to parent emails in a timely manner (within 24 hours of receipt) to assist in building mutual respect; this is directly in line with the school’s vision. The Special Education Coordinator communicates with parents their legal rights as they work through the Student Study Team and Individual Education Plan process. TIA recognizes the need to better help all parents understand their legal rights and how they can best advocate for their child/children’s education. In addition, the school needs to become more transparent regarding the LCAP in relation to developing school wide goals and action items and involve all stakeholders in this process (faculty, staff, students, parents, administration, and surrounding community).|Many efforts have been made to keep the lines of communication open between our families and the faculty/staff. Teachers have made every effort to regularly email, create newsletters and keep families informed during distance learning. We have held virtual parent/teacher conferences and have maintained an open door policy so parents can inquire about student’s progress. As an administrative team, we have held town halls, zoom meetings, and phone conferences to reassure parents and keep them informed regarding school functions, activities, and updates regarding the pandemic. Students having connectivity issues and/or needing academic support have been invited to come to campus so they can receive assistance and ensure full participation in their classes. Our special education coordinator has provided an opportunity for students to come on campus to receive services consistently each week as needed. The speech pathologist has created a specific schedule that allows students to receive services virtually each week. English language learners were able to come to campus to participate in summative assessments. Incoming and new students have been administered the initial ELPAC assessment to identify their language proficiency. Students who have qualified for language support receive English language development instruction online each week. While we have been working diligently to stay connected with our families, we have come across some students who are struggling with online learning. Some families that we have reached out to have been receptive, however it has been difficult to find the right support for some families. As a team, we have made this an area of focus, working to find the right interventions that will aid them and their child with distance learning.|4|4|2|4|2|4|4|2|3|3|2|3|2021-06-24||2021 33103300137836|Pivot Charter School Riverside|3|Pivot Charter School staff build strong relationships with families and communication at Pivot Charter School is unique (i.e. unlike other, more traditional school settings). Families and students often go directly to their designated Educational Coordinator (credentialed teacher) when they have concerns, questions, suggestions, etc. They also have access to their Site Administrators when they wish to engage in school decision-making. Families also can request to meet with the Executive Director and are encouraged to attend Pivot board meetings. Parent and student surveys are employed every Spring and shared with families directly from the school and additionally from each student’s Educational Coordinator. Pivot utilizes ParentSquare to build the school community throughout the school year. Improving engagement of underrepresented families starts with building relationships but taking it further will take a focused effort. The first step of that is identifying the underrepresented families and targeting them for engagement and feedback. The school closures due to COVID resulted in more communication and engagement happening in a virtual environment, through emails and phone calls instead of in person. This has made it more challenging to improve the different types of opportunities for community engagement. We hope that as schools continue to fully reopen, we can increase the opportunities for families to collaborate with school staff.|Pivot Charter School educators utilize a multitude of methods to engage families and students with discussing student progress and ways to work together to support improved student outcomes. In addition to discussing the results of initial assessments regarding the academic gaps of student knowledge, educators utilize Pivot’s MTSS infrastructure to bring everyone together. Supplemental curricula (e.g. i-Ready, Exact Path, and Lexia) is provided to students and families to use not only at school, but at home. Additional resources and tools to support students in using the online curricula are continuing to be researched and supplied to families. Pivot administrators attend training and professional development regarding building these partnerships. They then work with their on-site staff and bring with them what they have learned. Specific examples include trauma-informed care training and other professional development. Pivot employs many staff members with knowledge of specific rights and policies for those underrepresented families, like Pivot’s liaison for foster and homeless children and youths who can use that expertise to focus on ways to improve the engagement of underrepresented families when building partnerships for student outcomes. Additionally, Pivot Charter School is working with a Diversity, Equity, and Inclusion (DEI) consultant to identify areas for Pivot to improve and grow in this area.|Pivot Charter School prides itself on its consistent and thorough communication with students and their families. Each student has an Educational Coordinator (credentialed teacher of record) dedicated to supporting not only their students, but their parents as well. The goal of all Pivot staff is to build relationships with families so that we can work together to best support students. Pivot Charter School is continuing to find ways to provide and improve two-way communication between families and educators when the educator does not speak the native language of the student and/or their family. While Pivot does employ Spanish-seeking educators to work directly with EL students and their families, it is a goal to hire more. Pivot also utilizes professional translation services for documents and important meetings when a staff member is not available to speak in a family’s native language. There is also an increased campaign to translate more Pivot documents into languages other than English. Additionally, Pivot Charter School is working with a Diversity, Equity, and Inclusion (DEI) consultant to identify areas for Pivot to improve and grow in this area. It is a robust process of conducting a culture survey, development of long term goals as they relate to DEI, and a plan to implement professional development changes to ensure that we are engaging all populations at Pivot and supporting all students in a manner that makes them feel comfortable and in which they can be academically successful.|5|4|4|4|3|4|5|4|3|2|3|2|2021-06-04||2021 33103300137851|Julia Lee Performing Arts Academy|3|JLPAA has several processes for seeking input from all families and the teachers. Some of those methods are meetings as separate entities. An area of improvement would be is to combine these meetings with the various stakeholders (families/parents, teachers, paraprofessionals, administrators). The parents are given surveys at the end of the school year where their oberservations are solicited. The School Site Comittee, the ELAC and Principal's Cafe are examples of meetings where the parents are invited to attend and give their input on school based decisions.|JLPAA continues to strive to engage the parents in meaningful dialogue with the teachers/administrators by conducting events where the families may participate with the students. JLPAA will be holding the annual Winter and Spring Concerts as previously scheduled. The families are always needed and encouraged to assist the teachers in conducting this activity. Due to the current health crisis it is difficult to have families participate fully, but JLPAA is finding creative ways to continue to engage families in this way. As previously stated, the majority of the students at JLPAA are underrepresented. All of the families are encouraged to engage with the school as a family.|JLPAA has developed a parent meeting and an ELAC calendar during the summer months. The calendar was a collaboration between the parent group and the administration. Each teacher has distributed the calendar to the students. There were changes made to the timess of the meetings as a result of a parent/family survey. There is access to the meetings both in person and electronically. JLPAA serves a population of students that are of the majority underrepresented. JLPAA meets those families where the are most comfortable. Events are held where the families are invited to participate (Harvest Festivals, Performances, Open Houses etc). Before enrolling a family a Tour of the School is conducted, the families get a feel for the school. An area of improvement will be having more family engagement sessions held in spanish as over 40% of our students are Latinx.|5|5|4|4|3|3|4|3|3|3|3|2|2021-10-15||2021 33103300137869|Excelsior Charter School Corona-Norco|3|To fully engage our stakeholders Excelsior Charter Schools solicited and promoted stakeholder feedback and engagement through a series of site meetings, Zoom meetings, surveys, phone calls, public meetings, social media posts, parent and community notifications. Our intent was to fully understand our stakeholder needs in order to influence the academic and operational plans along with the associated budget planning. Excelsior's Staff strategic planning process was modified during the 2019/2020 and 2020/2021 school year due to the COVID-19 in-person restrictions. Staff, Parent, Student surveys were administered in March of 2020. A second survey was administered between May 2020 through the end of June 2020. A third survey was administered July 2020 through September 11, 2020. The school's website, Facilitation meetings, board meetings and social media platforms were used to solicit survey completion from all stakeholder groups. School site public meetings were held between all seven Excelsior school campus on March 9, 2020, March 16, 2020, March 30, 2020, April 7, 2020, April 28, 2020, May 4, 2020, May 11, 2020, June 8, 2020, June 15, 2020, August 17, 2020, August 24, 2020, September 7, 2020 and September 14, 2020. Excelsior Senior administration was present during each meeting to solicit input from students and parents. Several modifications captured in this document were discussed at the Excelsior Charter Schools public board meetings held on March 10, 2020, April 14, 2020, May 12, 2020, June 9, 2020, July 7, 2020, August 11, 2020 and September 8, 2020. We Excelsior will retain many of our stakeholder engagement processes, future stakeholder engagement will be better integrated into professional development site visits, student fishbowl activities, parent townhalls, socratic seminars, etc. The major elements of the Excelsior Planning Process calendar will include opportunities to receive stakeholder feedback that will be captured and included in the development of this plan. Stakeholder engagement will include English Learner Advisory Councils, student advisory groups, and parent advisory groups. To facilitate the alignment of the LCAP, district level goals and site level actions a strategic plan is used.|Excelsior Charter Schools works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school working together for the student’s education. Educational Team meetings consist of the student, parent/guardian and the facilitator (teacher) and are held at a minimum of once per month, or more frequently based on individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support.|Excelsior Charter Schools works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school working together for the student’s education. Educational Team meetings consist of the student, parent/guardian and the facilitator (teacher) and are held at a minimum of once per month, or more frequently based on individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support.|5|5|5|5|5|5|5|5|4|4|4|4|2021-10-19||2021 33103300138602|JCS - Pine Hills|3|Our school actively recruits participation in our School Site Council and promotes meetings for the public to attend. We often survey our stakeholders to seek feedback. To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth.|Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families one-two days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high quality resources for learning and development in the home.|Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education. We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and providing supports to those teachers in identifying strategies to engage those families.|5|5|5|5|5|5|5|5|4|4|4|3|2021-06-11||2021 33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|3|At the Charter School, parent input in decision-making will take place through the following: • School Site Council (advisory committee to the board) - comprised of parents, teachers and community members Newsletters Surveys|The Charter School continues to focus on an LCAP goal that addresses State Priority 3 which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school. Charter School is committed foster a strong and supportive school culture, increased family communication and instructional excellence. These increased or improved services are tutoring English Language Arts and Mathematics; providing field trips; hosting cultural events; preparing students for college and career readiness through informational events, and improved academic achievement in English Language Arts and Mathematics; expand Social Emotional Learning (SEL) to learn how to interact with peers and increase a sense of belonging; and increase the use of Restorative Practices; train teachers on the value and use of data-driven instruction as a tool for improving student understanding; teach technological proficiency through integration of technology in the classroom; train teachers on how to integrate technology into the classroom; purchase software, apps, and devices to ensure staff and student access to technology; utilize home-school communication as a method of engaging families and encouraging ownership in school success through translation, parent-teacher conferences, and use of home to school communications; engaging school and community in conversations through increased engagement and decision-making, monthly Coffee and Donuts meetings and parent events, and working with School Site Council; retain well-trained and highly qualified teachers; and provide one nutritionally adequate free or reduced-price meal; Participate in the annual student, staff and parent survey.|"The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Executive Director will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Executive Director will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student. Additionally, GAVPAA STEM does the following to ensure the engagement of underrepresented families: • Administer Annual Parent survey • Provide Oral and Written Translation to parents who speak a language other than English • Coffee and Donuts monthly informal meeting with parents to discuss schoolwide events, issues, and concerns. • Provide consistent communication through Infinite Campus and Class Dojo email, phone calls, and text notification. Send newsletters home once a month. • Parent Liaison to engage parents. • Parents participate on the School Site Council (SSC) to advise the Board • Teachers will utilize an application Class Dojo for daily/weekly to communicate with parents about their child • The Charter School’s website will be updated regularly that will include the school’s calendar • Charter School will use social media to inform parents/public about schoolwide events • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish. • The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year. • Charter School hosts Trimester Awards for students. • Family Meetings (Parent, Teacher, Student Conferences) are held once per trimester. • Charter School will provide parents of students in grades 5-8 with access to Infinite Ca"|5|4|4|4|4|3|4|3|4|3|4|4|2021-06-24||2021 33669770000000|Alvord Unified|3|Alvord recognizes the value that families add to our collective success. Families engage their existing leadership talents in dialogue with personnel when making decisions on policies and programs for schools. Every school site has a representative from their School Site Council that attends regular Parent Advisory Committee meetings. Additionally, each site’s English Learner Advisory Committee elects a representative to attend the District English Learner Advisory Committee. At site SSCs and ELACs, as well as at the DELAC and PAC, parents are trained in their roles and responsibilities as parent members on these important teams. Importantly, Alvord has established feedback communication loops so that all families in all committees share information and collect input to inform district decision making. Alvord Chief Business Officer provides families with a Budget Overview for Parents to ensure that families are informed about the financial budgets of the district. During School Site Council, English Learner Advisory Committee, Parent Advisory Committee, as well as Board of Education meetings families can make public comments to express their thoughts on meeting business, ensuring that at all levels of district decision making families’ voices are heard. Families play an important role in the creation and evaluation of family engagement activities at the school level through each site’s Action Team for Partnership, collaborative groups that include administrators, teachers, classified staff, and parents. As we strive to expand the ways in which we work within our district to strengthen our engagement of underrepresented families, Alvord will continue to incorporate family input and feedback received to develop an LCAP, site SPSAs, as well as daily engagement programs that are inclusive of all families and are responsive to their needs.|To best support students in meeting the three LCAP goals, Alvord understands the importance of building partnerships for student outcomes. Parent training workshops provided by school site personnel, and the Family Engagement Office, include topics directly related to supporting student learning and development at home and at school. COVID restrictions allowed the district to restructure the policies and programs for teachers to meet with families and students to discuss student progress. Parents were provided training on utilizing learning tools to communicate directly with teachers to inquire about student progress. Traditional events, like back to school night, and school-family committees were transitioned online to maintain continuity of communication and relationships between families and schools. Committees and councils engaged parents in dialogue that built their understanding of their legal rights to advocate for their children, as well as built their capacity to advocate for all students in the district. Parents were provided with multiple opportunities to share their perspectives on the betterment of our district and to ask questions on how to support student learning. School site administrators, along with the Family Engagement Office, provided professional development to staff members on building partnerships for student outcomes. This continues to be an area of improvement for Alvord and through our network of Family Engagement Facilitators at each site, in partnership with site administrators and the Family Engagement Office, Alvord will continue to make progress in the development and implementation of professional learning to support teachers and principals to improve a school’s capacity to partner with families|One of Alvord’s districtwide LCAP goals is that all students will be educated in an environment which fosters school connectedness and is inclusive of students, parents, and staff. Each school creates actions specific for their particular communities to support this goal in their School Plan for Student Achievement. Every site can have a stipended teacher supporting the work of building relationships as site family engagement facilitator. Site parent organizations are in continuous communication to ensure their actions are aligned with each others’ and the district’s goals. The Family Engagement Office’s Virtual Workshops build the capacity of parents to support their children and to solidify relationships with school personnel. School Parent Universities provide a direct communication link between staff and parents that work to remove barriers separating the home and school. Parent presentations hold space for questions to be posed and authentic dialogue to occur. Additionally, schools utilize mass messaging tools such as ClassDojo, Blackboard, Google Classroom, and Aeries to initiate communication with families, alert them of upcoming events, and provide student learning progress updates. Via these tools, as well as via email and social media, parents can provide feedback and ask questions of the school. For families whose dominant language is not English, interpretation services are provided. Our district now includes a department of Equity and Access that coordinates advisory committees with families and professional development for staff to improve engagement of underrepresented families.|4|4|4|4|3|4|3|3|4|3|4|3|2021-03-18||2021 33669850000000|Banning Unified|3|Banning Unified provides opportunities for parents to be involved in decision-making at the site and district level. Opportunities for involvement are available at the school sites which include School SIte Council, English Language Advisory Council, and interactions with the principal in coffee sessions. These events allow the parents to give their input on what is happening at the sites. At the district level, parents can be involved in the District Parent Advisory Committee (DPAC). Every year in the fall, the district Parent Involvement Policy is reviewed and updated at DPAC and at each site’s School Site Council meeting. After the review, and if revisions are made, the district sends out a Parent Square message to all parents with the attached policy. The district also holds annual meetings where the stakeholders can give their input on the LCAP expenditures. The district has expanded the number of parent engagement groups through the addition of a separate District English Language Learner Advisory Committee. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. In addition, there was a significant increase in the number of opportunities and formats stakeholder input into the LCAP.|Banning Unified has strengthened relationships with the families of our students. BUSD strives to make families feel welcome at the school sites. Principals and parent liaisons have been trained with Riverside County Office of Education (RCOE) Family Engagement Network (FEN). FEN has provided strategies that have helped increase family engagement within our school district. Banning Unified has begun improving relationships by providing staff with professional development on working with the emotional needs of the students and their families. Teachers communicate with families and welcome their participation in the schools. Meetings with parents are an opportunity for the staff to connect available resources with the parents on whatever things they may need, be it health care, counseling, or basic needs like food. Parents of English Learners are supported at District and all school sites in that all communications with parents are in English and Spanish, including Parent Square messages. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. The district provided 10 days of professional development and monthly PD days to address a number of key topics including best practices for working with parents. Evening and daytime bilingual meetings were held to assist parents with supporting their students at home during virtual learning.|One strength of Banning Unified is it makes an effort to reach out to parents/guardians if their child is struggling. Student Study Team meetings are held regularly at all schools. The district has also created a Differentiated Assistance Team, which includes all stakeholder groups. The responsibility of this team is to collect and analyze data with regard to student achievement. The goal being to define root causes of academic achievement issues. The group then develops actions to increase student achievement. The group will continue to analyze these actions and their effectiveness, making changes when necessary. Many of the schools also host curriculum-based family nights where they showcase the material that students are working on in class. Exposure to the curriculum helps parents understand the changes in the standards and teaching methods. Math, ELA, and AVID nights are examples of these types of events. An improvement that can be made is to provide staff with more training on how to hold successful meetings with parents. The meetings need to focus on the students’ needs and creating partnerships between the school and home. This will help students reach academic and social success. The district has expanded the number of parent engagement groups through the addition of a separate District English Language Learner Advisory Committee. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. The district has begun providing parent communications in 3 additional languages and creating opportunities for wider participation for these language groups. In addition, weekly video communications with subtitles sent to parents.|4|3|3|4|4|4|3|3|4|3|4|4|2021-10-13||2021 33669930000000|Beaumont Unified|3|The District has a well-developed process in place for allowing community members to provide input into decisions affecting the schools and the District. The District and each school site has the ability to use an online interactive platform to communicate with families and to receive response information from families. Every school has a site council that reviews both qualitative and quantitative data, evaluates and discusses the strengths and concerns of their programs that helps develop the School Plan for Student Achievement (SPSA). As part of this plan, parents/guardians, teachers, support staff and administrators are directly involved in the decision-making process regarding how to allocate funding based on the budget for their community school. Additionally, schools may have Parent Teacher Associations (PTAs) and/or booster clubs that are directly run by parents/guardians to support school and student needs. Schools with over 30 English Language Learners (ELLs) have English Learner Advisory Committees (ELAC), while the District has a District English Learner Advisory Committee (DELAC). The Superintendent has a Student Advisory Committee and the District has a Special Education Community Advisory Committee and a Career Technical Education Advisory Committee to name a few. These committees provide valuable input into how District programs can best serve the needs of students. All of these groups provide direct input into how to support and strengthen District schools. Additionally, the Local Control and Accountability Plan (LCAP) is formed using parent/guardian feedback given at stakeholder input meetings and/or online townhalls held at all schools and/or online. Interactive surveys (Thought Exchange) and Google surveys are offered to give all families the ability to provide input. These surveys allow stakeholders to rate the effectiveness of current practices and provide input regarding the next steps or new programs needed for the District. Part of this feedback is provided through the LCAP action effectiveness survey. This survey is specifically designed to generate results directly connected to LCAP goals which reflect the Local Control Funding Formula (LCFF) priority areas. Once the Thought Exchange is completed, themes are created to support the development of the District LCAP. The District recognizes the need for building the capacity and supporting principals and staff to effectively engage more of its underrepresented families. Areas to improve include providing parents with more informal opportunities at school sites to provide input on school decisions.|It is Beaumont Unified School District's priority to build upon our family engagement and community engagement to ensure positive student outcomes. The Parent Engagement Department structures student and family engagement seminars that promote healthy relationships, parenting strategies and school success events. School administrators conduct School Site Council (SSC) meetings made up of parents of students enrolled in their schools and Parent Teacher Association (PTA) events. Additionally, the District has a robust volunteer program that provides parents the ability to participate in their child's school experience. This program is temporarily suspended due to the COVID-19 restrictions but the District eagerly awaits to initiate this engagement strategy as soon as allowable. School sites are required to conduct family engagement activities that promote academic achievement such as back to school nights, family reading nights, book fairs, movie nights, orientations to specific programs, showcases in both academics and electives such as Career Technical Education (CTE, and events where students are able to demonstrate their mastery of the skills they have learned (Dual Language Immersion).|The Beaumont Unified School District's goal is to develop trusting relationships with our families. Parent and family engagement continues to be a priority of the District. Within the District’s Local Control Accountability Plan (LCAP) and each site’s School Plan for Student Achievement (SPSA), family engagement, community participation, and staff buy-in is a focus as we develop actions and funding decisions. School sites are creative in finding opportunities for families to be engaged through family collaboration nights, Saturday workshops, various school social events and training opportunities. The District-wide implementation of ParentSquare and AERIES Parent Portal has continued to improve ongoing two-way communication. In addition, a variety of communication tools are used to ensure that all information is accessible to families (phone calls, emails, newsletters, social media, appointments, etc.). Translation services are provided to school sites due to the growing diversity of our community. The District continues to increase opportunities for family engagement through the Parent Engagement Department whereas the Parent Engagement Coordinator and various other staff members communicate with families, arrange parenting events, organize community activities and plan extra-curricular connections for students.|4|4|4|4|3|3|4|3|3|4|3|3|2021-06-08||2021 33669930127142|Highland Academy|3|The family engagement policy is annually updated and adopted by the board with input received from the LCAP stakeholder engagement process. Volunteers regularly assist in our classrooms and school activities and are overseen by our school's PTO. The school holds monthly Board meetings - done over Zoom during the pandemic - and makes Board meeting information available on the website and in the front office at least 72 hours before the meeting and actively invites its stakeholders to attend.|Distance learning forced our school community to get creative and flexible in the way we stayed connected with our staff, students and families. Using Zoom during the pandemic for our classes, school activities, and meetings actually increased attendance and participation in many cases because people were able to participate from home. Now that were are back primarily to in-person learning, our challenge is to maintain as close to possible that same level of participation, even as our school community and the world-at-large continue to struggle through a pandemic. Of principal concern to us are our underrepresented families who are most vulnerable at these times.|As the EL population at our school continues to grow, so does our responsibility to provide improved services for these students. Highland Academy has recently assigned one of its teachers to serve as our EL Coordinator. This employee administers the ELPAC, provides monitoring and support, and reaches out to our EL families .|4|4|3|2|4|4|4|3|4|4|4|4|2021-10-15||2021 33669930139360|Mission Vista Academy|3|We pride ourselves on our strong relationships with families. However, we have seen a drop in parent participation due to COVID matters, including less free time. We will continue to seek creative ways to include all families in our substantive decision-making processes.|We assign an appropriately credentialed home school teacher (HST) to each family. The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and to review student performance and progress to date. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value. This is our first year receiving federal funds and will focus on outreach efforts specific to these funds/services.|We have established positive and fruitful relationships with all parents and guardians. We continue to refine our infrastructure to optimize outreach to non-English speaking parents.|5|5|5|5|4|5|4|4|4|4|4|4|2022-01-27||2021 33670330000000|Corona-Norco Unified|3|Stakeholder input and engagement is paramount to the creation of CNUSD's LCAP. This year, due to the pandemic, all stakeholder engagement was conducted via Zoom. While the pandemic provided challenges it also provided us opportunities to engage with our community members in new ways to determine what they perceived to be the highest needs moving forward for the upcoming school year and beyond. A forty-eight (48) member LCAP Advisory Committee met multiple times between February and April to identify needs and monitor programs. These meetings allowed the committee to delve deeply into current programs and possible programs and provide input in the form of recommendations for the revision of the LCAP. This group included representatives from community members and parents (representing foster youth, English learners, low-income students, students with disabilities, and gifted students) Corona Norco Teachers Association (CNTA) leadership and teacher representatives; California School Employees Association (CSEA) leadership and classified representatives; and site and district office administrators representing all district divisions. Each group numbered 12 members. The first meetings were held with the individual stakeholder groups to facilitate orientation to the LCAP and to allow for questions in the smaller groups. Meetings with the individual groups took place on: February 10 & 11 (Management, CSEA, CNTA, Parents). The full committee met together on the following dates: 2/19/21, 3/5/21, 3/17/21, 4/6/21, 5/27/21. A system was put into place at each meeting to allow committee members an opportunity to process the presented information and data through small group discussion, digitally charting for larger group share outs. This information was transposed and given to the LCAP Advisory Members as a record of the meeting and for future use in setting priorities and recommendations for the upcoming LCAP. Feedback was gathered from the committee about implementation and areas of focus for the future principally directed toward the unduplicated count students in CNUSD. As part of the CNUSD comprehensive outreach to the community for input and feedback, opportunities were provided for this essential task with the Superintendent's Parent Advisory Council (SPAC), the District English Learner Advisory Committee (DELAC), an and the Special Education Learning Plan Area (SELPA). As was mentioned, these committees/groups have representation on the LCAP Advisory Committee which augments their voice and brings the group’s specific perspective to the discussions in the committee meetings.|CNUSD developed a framework, the CNUSD Re-engagement Guide, for students and families in the area of attendance and student engagement. The focus of the guide is to keep students engaged and to provide support and resources in order to mitigate any learning loss that may have occurred due to challenges associated with remote/virtual school environment. Challenges for CNUSD included tracking attendance accurately and calibrating attendance tracking systems to function in a remote, virtual and hybrid environment, connecting all students to the digital platform, child-care issues, and lack of consistent structure and motivation in many homes. One success has been a deliberate effort to bring the process of ensuring that student engagement and daily participation are brought under the larger umbrella of CNUSD’s Muti-Tiered System of Support. This restorative support structure includes a tiered approach to address student and family needs. Adjustments and modifications to this process were made along the way in order to make the most impact on student and family support. Included in the tiered support is the Site Attendance Review Board (SART) which provides families with initial support that could include devices, hot spots, resources, counseling or a referral to site resources or a referral to the Parent Center or the School Attendance Review Board (SARB). The SARB Team met with 65 families TK-12; 44 male and 21 female with 69% of those students demonstrating improved engagement and attendance. The SARB Team also met with 89 Senior Students who were in danger of not graduating in order to provide support and resources. All support and outreach were made in English and Spanish along with other needed languages. CNUSD is extremely proud that of the 89 students at risk, 87 of them were able to graduate.|Parents, more than ever, are an integral part of the academic process in CNUSD. With the 2020-2021 school year starting in a Remote and Virtual setting, CNUSD began its efforts to provide support to families remotely in order to ensure their students’ progress. Among others working in this area were CNUSD school sites and the CNUSD Parent Center. Assistance included remote and eventually “in-person” services supporting mental health such as parent support groups, instruction on how to use digital assets such as Zoom and Google Classroom, call lines to answer questions and provide individual support, student enrollment support, school closure information, online support groups students and emergency resources for families. School sites provided additional support for families such as drive through technical assistance for digital learning and small group counseling. Beginning in June 2020, strategies increased to support parents as we moved into Remote and Virtual learning. These included Facebook live sessions discussing various topics including Health Concerns in the Pandemic, Remote v. Virtual Programs, How to Access Counseling Services Virtually and Special Education Considerations. Specific trainings have been offered to parents include: Specialized training on school safety and health, Google Classroom for Parents, and the CNUSD Safety Plan. The CNUSD Parent Center has provided support in helping families with enrollment, logging on to Zoom, Google Classroom, resetting student passwords, and connecting families to their counselor for support. These supports were offered via telephone and personal zoom chats when needed. “Let’s Chat” Emotional Support Sessions continued to be offered to support secondary students. Weekly meetings were held via Zoom for both high school and intermediate students for 45 min. These sessions gave students a safe place to meet others, share their concerns, and get support. School sites continue to offer support to their families regarding support for academic progress, assistance for mental health resources and technical aid in the areas of logging on to zoom, google classroom, resetting student passwords. During August 7-10, 2020, family sessions were hosted with a focus on basic computer skills. All informational flyers and trainings were offered in both English and Spanish.|4|4|4|4|4|5|5|4|5|5|5|4|2021-06-22||2021 33670410000000|Desert Center Unified|3|The school has a focus of improving active involvement and participation of the parents and community. The new school site council has been active this year with meeting, decision making, and feedback to the school administration. This is the main focus area of improvement. We will have full documentation of items making it to the school site agenda and then to the governing board for final approval.|As a small rural school district in the desert region of southern California we understand that our greatest strength is the direct work with students and families. Our class ratios of 10 students to a teacher and paraprofessional is very unique and supports our ability to directly communicate with families and students.|The school fully understand the need to be transparent and openly communicate with parents/guardians. Parent engagement is a priority and the school has made great strides to be inclusive of parents during the educational process and development of the school. Of note is the active involvement of the school site council and school activities inclusive of parent participation.|4|4|3|4|4|4|4|4|4|4|4|4|2021-06-15||2021 33670580000000|Desert Sands Unified|3|Areas of strength include participation in the annual parent Panorama survey, the collaboration between schools and families via parent advisory groups (PTO, SSC, ELAC/DELAC, DAC, Native American PAC., Migrant PAC., AAPAC, SEPAC), PIQE, and parent participation in the LCAP advisory committee. The pandemic led to increased family communication and the opportunity for parents to choose the most appropriate learning environment for their children, distance learning or hybrid. Areas to improve include providing parents with more informal opportunities at the school to provide input on school decisions.|Areas of strength include the collaboration between schools and families via parent advisory groups (PTO, SEPAC, SSC, ELAC/DELAC, DAC, Native American PAC , Migrant. PAC, and the new AAPAC), parent/teacher conferences, bilingual staff to support communication, PIQE parent education, and inclusive practices for students with an IEP. Due to distance learning, support for families to support their children was expanded to include a technology hotline. Webpages were created to support families in finding supplemental resources for academics and socio-emotional support. Areas to improve include increasing opportunities for parents to connect to the school community to bring them into the schools, especially those of our unduplicated student population, including cultural awareness|Areas of strength include parent nights, parent centers at some schools, School Messenger, PeachJar, ParentVue, and parent conferences. Desert Sands also offers PIQE, an English learner parent education program at several of our schools for all grade levels. All meetings were held virtually this year. Areas to improve include increasing the number of schools that offer parent centers, communication with families whose students struggle the most academically and/or behaviorally, providing parents with more opportunities to participate in our schools, and more opportunities for cultural awareness and action. Our Director of Personnel Leadership Development continues to provide leadership support. Desert Sands believes strongly in building capacity from within and the Desert Sands Leadership Academy supports the concepts of building relationships, engaging stakeholders, and working with families to best meet the needs of students and families.|4|4|3|4|3|3|4|4|4|4|4|4|2021-06-22||2021 33670586031959|George Washington Charter|3|As a Charter school this is an area of strength for WCS. Parents and staff are active participants in the decision making process. It begins with engagement. Parents have multiple ways and opportunities to share their thoughts, opinions and ideas. Administration has an open door policy and welcomes feedback from parents, community members and staff. Students and parents are encouraged to let Mr. Lehmann know how they feel. Mr. Lehmann makes it a priority to return emails and phone calls in a timely manner. The decision making body of WCS is the Governance Council. Parents are members of the council. They serve a two-year term and comprise three of the voting members. The Council meets monthly or as needed. As a governmental agency the council follows all provisions of the Brown Act, as such parents and community members are encouraged and have an opportunity to address board member on any topic in open session. Having warm and welcoming school personnel opens up dialogue between families and staff. With bi-lingual staff members we are able to engage and meet the needs of families who speak a language other than English. School surveys, greeting families at the exterior gate, being visible and approachable are all ways in which underrepresented groups are more comfortable sharing their thoughts and viewpoints. Fifty-six families responded to the LCAP Survey. This is one family touch point that was used in shaping the LCAP. The highlights included: COVID Protocols, clean campus and students feeling safe More SEL in the classroom Afterschool classes Combat learning loss due to COVID-19 Capped class size Summer School Enrichment|TEAM Together Everyone Achieves More The collaborative spirit at WCS enables us to best meet the academic and SEL needs of our students. We effectively work together so that student success is maximized. Policies and procedures are in place so students can learn in a safe and secure environment. The WCS handbook is available on the school website and in print (if requested). The first week of school (with the exception of the school closure) the principal meets with each grade level in the MPR to review school expectations. At the initial staff meeting we discuss the importance of relationships and ways in which home and school can work together . The school regularly communicates with families. We include information and resources to support student learning. An example is the monthly letter our school counselor sends home. The principal’s newsletter often has links for families.|Building relationships is at the core of who we are and what we believe in. Washington Charter School is committed to providing families a welcoming and nurturing school. When a parent calls the school they are greeted with a welcoming and respectful voice. The staff at WCS focuses on providing excellent customer service to each person we come in contact with. When a parent or student is valued, appreciated and feels their voice is heard optimal learning occurs and stakeholders are comfortable sharing their thoughts and opinions. As a Charter School parents and staff are integral to the success of the school. Administration and staff have an open door policy. WCS has built trust and respectful relationships by regularly communicating with parents, making it possible to volunteer on campus and in the classroom, greeting stakeholders with a can do attitude, translating communication that is sent home, making videos on important topics for families, responding to phone calls and emails in a timely manner and showing students and parents through our actions how much we care about their child. Parents have an opportunity to be involved at the school in a number of ways including: Serving on the Governance Council Attending PCF meetings Attending ELAC meetings Volunteering With COVID 19 closing school for in-person for one-year building meaningful relationships was critical to our success this year. Relationships are the foundation of an effective school. Based on various forms and feedback from students and parents this is an area of strength for WCS.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-16||2021 33670586031991|Palm Desert Charter Middle|3|PDCMS's strengths include communication between parents, teachers, and counselors, a strong PTO program, and a desire to include parents in the triad to student success. PDCMS launches a Parent/Family Panorama survey to gather a large sample size of feedback on school programs. In addition, we added a weekly Youtube presentation and Friday newsletter to support families this year. Next year, we plan to target underrepresented families by doing a targeted outreach 6-week program to help families feel a greater sense of community.|PDCMS offers faculty multiple opportunities to go to professional development workshops covering a wide range of topics such as SEL, technology, and diversity. In addition, counselors and faculty frequently meet with parents to offer support as needed. This year we offered extended learning opportunities such as summer school and afterschool Panther camp. We plan to continue FEV tutoring and iReady's individualized pathways.|PDCMS has a culture where collaboration between families and teachers is emphasized. Counselors go beyond school time to reach out to families in need. A focus area for next year is targeting underrepresented families and inviting them to participate in a collaborative school success program. Another area of focus is to educate parents of EL students in the SPED program an introduction to common terms and expectations during the IEP process.|5|5|4|4|5|4|5|5|4|4|5|4|2021-06-16||2021 33670820000000|Hemet Unified|3|Collective stakeholder input indicates Hemet Unified School District is in state of developing towards full implementation with respect to the criteria of Seeking Input for Decision Making. Areas of strength include the existence of numerous advisory groups and the perception that parental input and questioning is valued by representatives of the District. Areas of growth include opportunities to increase the variety of communication strategies, increasing opportunities to engage parents, as well as using resources to reduce barriers for parents and students to engage the educational system.|Collective stakeholder input indicates Hemet Unified School District is in a state of developing towards full implementation with respect to the criteria of Building Relationships. Areas of strength include the current patterns and methods of school to home communication (with an emphasis on Parent Liaison support), and the access to a diversity of services provided to students and families. Areas of growth include sustaining family access to necessary digital resources (i.e. computers and the internet), increasing the targeted outreach to families in need, as well as increasing the access of learning materials in the home by families.|Collective stakeholder input indicates Hemet Unified School District is in a state of full implementation with respect to the criteria of Building Partnerships for Student Outcomes. Areas of strength include the support provided by the site-based Parent Liaisons, the Parent Resource Center, welcoming district and site staff, as well as the current strategies for communication with parents. Areas of growth include increasing the services in direct support of families, increased community-based support to decrease barriers to accessing school, as well as continuing to develop diverse modes of communications with families.|3|4|4|4|3|5|4|3|4|4|3|3|2021-06-22||2021 33670820120675|Western Center Academy|3|Our entire Governing Council is made of parents and former parents. Each meeting features opportunities for families to participate and provide feedback. We regularly evaluate survey data from students, parents, and graduates to evaluate our progress towards meeting goals. Our parents have email and in-person access to administration to provide feedback and regularly take advantage of these opportunities. As with any school, we have a core cohort of parents who are highly involved at the school and a group that are never involved. We need to focus more energy on getting a broader swath of the community involved.|Our Back-to-School nights and Open Houses are focused on teachers connecting with parents to explain ways to support their children. Through Google Classroom, students are provided with tools that are accessible at all times and parents can see this information as well. No more than every 6 weeks, we check progress on all students and set up meetings with teachers, admin, parents, and any other parties (counselor, resource teacher, health tech) who may be of assistance.|At WCA, we go out of our way to facilitate 2-way communication with our parents. We offer many opportunities for Q&A sessions at the beginning of the year, host hundreds of academic improvement meetings with families, have contact forms and active social media where parents may contact us, and respond quickly to email requests. Our front office is regularly praised for the open, welcoming environment provided to all who visit our campus. Our PTSA is a vibrant, active community of parents and families, and volunteers actively participate in extracurriculars and field trips.|4|5|4|4|3|4|4|4|3|3|3|3|2021-06-08||2021 33670900000000|Jurupa Unified|3|To promote and inform parents and community on district-wide programs and resources, the District opened a Parent Center in the fall of 2017. Services and resources offered through the Parent Center include, centralized registration, administration of language assessment for our new English learners, immediate support for new students with an IEP, homeless students, and foster youth. Additionally, the Parent Center staff works with parents to connect them with district and community assistance. Annually, administrators are trained on advisory committee regulations, implementation of School Site Councils, Roberts Rules and Greene Act regulations, use of survey and data results to impact decision-making, and development of Parent Engagement and Partnership policies and programs. We annually administer an LCAP survey that goes to all parents, staff, and students. We use the LCAP survey results to assist in identifying areas of strengths and weaknesses. Parent LCAP survey results indicated an overall rating of 88% are aware of opportunities for involvement with school and district decision making. The District will continue to engage families and facilitate input through multiple modalities to remove as promote the representation of underrepresented families.|Multiple partnerships have been developed to address barriers to learning and support student outcomes. •Health Access: Lack of Health Access not only impacts student achievement due to poor health but also through missed school. In Jurupa we have a strong partnership with Borrego Health (the largest FQHC in California). The school based community clinic sees over 5,000 patients annually and the school based dental program serves over 2,600 students annually. Additionally, they support our Project HeART referral system mentioned above. •Behavioral Health: Years of building systems and relationships have led to a robust referral system and multiple partners providing mental health services throughout the school districts to the tune of over 2 million dollars in services annually from four different non-profit providers. Each of three main providers are assigned a high school and its feeder schools for Medi-Cal based services and one provider is able to serve students with a trauma experience but without insurance. •Mental Health Service Act: Services available through the Mental Health Service act are provided directly to our students and parents by those grant funded providers. Our district is directly funded as well to provide treatment services for student exposed and impacted by trauma. •Parent and Early Childhood: With LCAP as a launching point, parent and early childhood programs were launched. Now with grant funding, this department provide home visitation to over 230 families, center-based programs to over 200, and infant mental health consultation to head start and pre school families and teachers. These services exist through funding and partnerships with FIRST 5 Riverside, Cryoworks, and Riverside University Health Systems – Behavioral Health. •Graduate Universities: Our Student Assistance Program uses graduate level social work interns to provide such student supports as mentoring, counseling, and group supports for social emotional wellness. Interns are made available to every school campus. Jurupa Unified will continue to foster its relationship with governmental agencies supporting services contracts which have allowed for JUSD to expand its own Behavioral Health and Parent & Early Child Development divisions under the department of Parent Involvement & Community Outreach. We fully expect to see a robust Behavioral Health team that engages students, parents, and teachers to support positive outcomes. As this develops, therapist and peer specialist will be integrated into our schools sites providing individual and group support to students and parents.|The Covid Pandemic truly exposed how vulnerable our families and communities are. While Parent Involvement & Community Outreach continued to support families through virtual workshops, the department continued to engage in person when appropriate and provided drive through opportunities for basic supports such as clothes, hygiene kits, schools supplies and food boxes. •Referrals through Project HeART “Healthy and Ready to Learn” increased and were accepted directly parents and community. Donations through partners increased tremendously to meet the demand. Contracts and funding for services increased allowing the department to hire additional staff and bill for approximately $1.4 million in services provided during the 20/21 school year. This was over a 100% increase from the previous year. •Professional Development: Suicide prevention training was provided to counselors and secondary administrative staff. Presentation of trauma and mental health services were provided at various school sites. Social media was used to support trainings for parents through our community partners. •Community School Model and increase services: Resources and services are brought to every school site elevating the importance of schools as “community hubs.” We continued when appropriate with Borrego Health for drive through back to school wellness exams, dental visits, Covid-19 testing, and Covid vaccinations. Care Closet supplies were provided through the “Children and Family Services” center or at school sites. •Communication: Services and programs are communicated to families via Peach Jar, social medial, presentations to school sites, outreach events, and from our Parents as Leaders (PALs) which teach classes throughout the district. Every program has additional outreach connecting families to all our programs and services. •Bicycles for Children: Annually every elementary site participates in a program “bicycles for children.” Five bicycles at each school site are donated to students for the sole purpose of building stronger student / family to school relationships. There are no criteria other than needing a bike and needing a stronger connection to the school. This continue at most schools during this pandemic. Further engaging families with the school sites will continue to be a focus area for improvement to improve the engagement of underrepresented families. To this end, Jurupa Unified has developed a new position “Peer Specialist” to support in further engaging families and working with school sites. This position is funded through two contracts through our County Behavioral Health and will be integrated into our Parent’s As Leaders initiative thus expanding on the community health worker model.|3|4|3|5|3|3|3|3|5|5|5|4|2021-06-28||2021 33671160109843|Santa Rosa Academy|3|Santa Rosa Academy developed a Parent Advisory Committee that consists of parents and staff members. This committee offers stakeholders an opportunity to provide input on policies and programs school-wide. Members serve a two-year term with the ability to serve an additional two year term. This ensures a diverse population and a variety of voices and opinions to be part of the policies and procedures. Training for the committee is provided for new members by veteran members. In alignment with LCAP Goal 3 Action 2 (increase stakeholder involvement), Santa Rosa Academy’s parent committee and administration meet on a monthly basis to plan family engagement activities for diverse populations, such as a Family Fun Run, STEM Expo, Annual Gala, golf tournament, and a school carnival. Unfortunately the due to the circumstances of Covid-19 these events were not held this year but are planned for the 2021/22 school year. A focus area for this school year is to increase engaging communication methods with parents to expand awareness of school events. Additional social media posts and community forums have been utilized this year which has increased communication with families regarding events. Stakeholders with students who participate in Title 1 were invited to an annual meeting where student progress was discussed and resources given to families about how to support their students academically. A survey was given to these stakeholders and feedback from the survey was utilized to create actions on the LCAP to increase and improve services.|Santa Rosa Academy affords many opportunities for parents to communicate with teachers regarding student progress and improvement of student outcomes. All teachers, K through 12th grade have email and respond to parents within 24 hours of the work week (48 hours on the weekend). Teachers in the full-time site-based program (Blue Track) K-8th grade, offer parent teacher conferences twice a year. In the partial site partial homeschool program (White Track) parents and teachers meet on a monthly basis, and in the full homeschool program (Red Track) parents meet with their educational advisor on a weekly basis to support student learning and discuss student progress. In addition, LCAP Goal 2 Action 1 (to monitor students through Safety Net and Student Study Team Meetings) occurs monthly and involves parents, teachers, and other support staff when a need is identified for more intense strategies to improve student outcomes. A parent training for incoming Transitional Kindergarten and Kindergarten parents is offered annually and provides parents with resources for school readiness. An area identified to improve is communication with our middle and high school families. We appropriated resources and launched our new parent communication system (Parentsquare). This allows teachers to create classroom posts, newsletters, and reminders of upcoming events in a very user friendly approach.|Santa Rosa Academy offers several programs to cultivate parent relationships. LCAP Goal 3 Action 2D (increase stakeholder awareness and involvement in school events) a parent tea was hosted multiple times in 2020/21, which offered parents the opportunity to listen to administration regarding new policies and procedures being implemented, and provided a space for stakeholders to share feedback. A target area for this school year is to increase school events that strategically focus on incorporating a multicultural perspective but the circumstances of Covid-19 prevented us from doing this. A new website is currently under construction, LCAP Goal 3 Action 2 that will increase clear and concise communication with all stakeholders.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-10||2021 33671240000000|Moreno Valley Unified|3|Moreno Valley Unified School District is committed to seeking input for decision making from parents and families, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following strategies, with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels: - conduct annual needs assessment for all stakeholder groups, including including EL and African American families - provide results of ELL needs assessment at a DELAC meeting, along with action plan - host virtual African American parent nights - promote and pay for parent attendance at virtual engagement conferences (CASA) - Maintain our Parent Ambassador program, in which they assist at district events|Moreno Valley Unified School District is committed to building relationships with parents and families, especially those that are underrepresented. Paramount is the ongoing focused attention from our English Learner Parent Involvement Specialist (a position MVUSD has had for over 20 years) and our African American Parent Involvement Specialist who was hired in response to the 2017-18 data. We will capitalize on our positive growth in this area by focusing on improving/increasing the frequency of the following engagement strategies: - host information tables for underrepresented families (AAPAC, ELAC) at drive-through district events - send parents information regarding all meetings and events of specific interest to parents via weekly email blasts - attend and host clergy events (Hearts United) - participate in the drive-thru African American Family Reunion Community Event held annually at district office and Vista del Lago High School - provided Chromebooks to all TK-12 students to support learning at home - professional development opportunities for parents - Wellness Center food and clothing drives|Moreno Valley Unified School District is committed to building partnerships with parents and families for student outcomes, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following partnership strategies, with a focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students: - The superintendent directed Cabinet to lead book studies of Robin Diangelo’s White Fragility to encourage deep conversations about unconscious racial bias and the impact on students, families, and colleagues - Extended Cabinet engaged in monthly staff development regarding racial equity, during which they participated in self-reflection, collaborative discussions, and writing their own racial biography - Continue to make a set of copies for our DELAC representatives once a month to pass out at their school. - Use Peachjar to promote virtual workshops and events for families (Bountiful Harvest for Thanksgiving, June Toy Drive, ongoing Vaccination Clinics, etc.) - Maintain the website under Parent Engagement promoting workshops also send information regarding meetings via email, texts, phone messages - Drive-thru Health and Resource Fair to support family needs - Grab and Go Meals to service the nutritional needs of all students - Food boxes to help support family nutritional needs|3|4|3|5|3|4|3|3|4|4|2|2|2021-10-12||2021 33671570000000|Nuview Union|3|NUSD has been able to provide ways for families to learn their rights and advocate for their own students and all students. Currently our primary way to communicate with families when student progress is in danger is via Student Success Team meetings. An area of improvement that was identified by stakeholder feedback surveys was the need to provide more parent nights on current topics. Our current goals and actions are to increase the amount of opportunities that parents of unduplicated students and community members can participate in district and school events. Community Liaison support duties (20%) were added to our health clerks to assist in our Spanish communication to parents. We worked with our families to provide access and various means of communication through platforms such as Aeries Communication/Portals, Google Classroom, and Edlio. We believe these strategies will be effective in addressing the need for an increase in parent and school connectedness.|NUSD has been able to provide ways for families to learn their rights and advocate for their own students and all students. Currently our primary way to communicate with families when student progress is in danger is via Student Success Team meetings. An area of improvement that was identified by stakeholder feedback surveys was the need to provide more parent nights on current topics. Our current goals and actions are to increase the amount of opportunities that parents of unduplicated students and community members can participate in district and school events. Community Liaison support duties (20%) were added to our health clerks to assist in our Spanish communication to parents. We worked with our families to provide access and various means of communication through platforms such as Aeries Communication/Portals, Google Classroom, and Edlio. We believe these strategies will be effective in addressing the need for an increase in parent and school connectedness.|NUSD has offered opportunities for families and community to be involved and well-informed on ways to be involved at the school. We have also offered and maintained opportunities for 2-way communication between families and administration. Our current goals and actions are to increase the amount of opportunities that parents of unduplicated students and community members can participate in district and school events. Community Liaison support duties (20%) were added to our health clerks to assist in our Spanish communication to parents. We worked with our families to provide access and various means of communication through platforms such as Aeries Communication/Portals, Google Classroom, and Edlio. We believe these strategies will be effective in addressing the need for an increase in parent and school connectedness.|5|4|5|4|3|4|4|3|4|4|4|4|2021-06-24||2021 33671573331014|Nuview Bridge Early College High|3|We have many different ways we offer our parents to partake in decision making groups. Unlike many other years, our parents, even those who are not in an official position, have participated on the advisory council. Families are invited to be involved in many activities and feedback is sought. Events such as drills and college and career activities. Citizenship classes were offered to undocumented families. Technology classes are offered to increase awareness on different apps and Microsoft office to support their child and themselves learn. Parents are also provided with classes through outside vendors such as Disciplina Positiva and CABE Project-2-Inspire. We also offer monthly coffee/dessert with the principal to provide feedback on upcoming events/activities/programs.|The LEA has been able to provide ways for families to learn their rights and advocate for their own students and all students. Families are provided with classes and workshops on advocacy, technology and ESL. Currently, our primary way to communicate with families when student progress is in danger is via SST meetings. However, with this current progress, concerns are address after 10-week progress reports have been submitted, which has left the student with 10 weeks of a negative slope on their progress.|The LEA has offered opportunities for families and the community to be involved and well-informed on ways to be involved at the school. We've also offered and maintained opportunities for 2-way communication between families and administration. However, we need to improve on how to learn about each family's strengths, cultures, languages and goals for their children. Currently, our primary means to support staff in this area is via SSTs.|5|4|4|4|4|4|4|4|4|4|4|4|2021-06-24||2021 33671730000000|Palm Springs Unified|3|PSUSD offers many opportunities for input on programs and policies. Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which discussions are held across various perspectives to drive district decision making. The district’s Anti-Racism Coalition (ARC) was formed to promote equity-related practices and inform decision making through an equity lens. School sites have various input groups meeting regularly, including School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (e.g. PTA, PTG). The transition to virtual meetings was received well by parents, with additional participants attending advisory committee meetings and input sessions due to ease of access. Parents in various advisory groups and committees were able to attend trainings sponsored through the Family Center and virtual conferences and workshops such as regional Family Engagement Network meetings, CABE, and Akoben’s Understanding Youth and Poverty workshop. As part of COVID-19 response, PSUSD hosted multiple Town Hall and survey events requesting input regarding the district’s distance learning and return to in-person learning plans. Refining two-way communication and input systems is a continuing opportunity for improvement and development for the district in building site capacity in the engagement of families to participate in decision-making through these structures.|PSUSD continues to develop and improve practices related to family partnerships in improving student outcomes. The Family Center supports school efforts building capacity in partnering with families through systems such as parent nights, PTA/PTG/PTO training, and parent workshops on topics such as distance learning and the use of online learning platforms among other topics. Schools host parent-teacher conferences multiple times during the year to facilitate discussions around student progress and performance. In 2020-2021, virtual parent conferences in middle schools were identified as effective, with parents attending in larger numbers than during traditional in-person offerings. Tutoring and intervention services are available at both the district and school level, including using online tools and programs for improving student academic performance while in the home setting. PSUSD has many well-attended advisory groups and committees designed to promote parent advocation for students, including the African American Parent Advisory Committee (AAPAC), LGBTQ Family Advisory, Special Education Parent Advisory Committee (SEPAC), and District English Learner Advisory Committee (DELAC). These advisory groups assist in reviewing and providing input regarding the district’s engagement policy. PSUSD will continue to improve supports for families in advocating for students and providing additional and effective resources to support student learning in the home.|PSUSD is committed to community and parent engagement, consistently working to improve relationships with parents through innovative and evolving relationship-building practices and resources. PSUSD continues to provide equity-based professional development for staff using the Conscious Education methodology. District and school events provide translation services in Spanish, removing a communication barrier and increasing participation opportunities for Spanish-speaking parents. The district’s African American Parent Advisory Committee (AAPAC) and the district’s Anti-Racism Coalition (ARC) have worked to build relationships between African American families and the district through promoting equitable practices. Site-based AAPAC groups are forming along with the expansion of support systems such as the Junior Black Achievers program. Families received information about PSUSD through the district app, and communicate with district personnel through multiple systems, including the district’s parent portal. In 2020-2021, the PSUSD Family Center published newsletters with high view rates featuring specific focus on parent support offerings, COVID-19 information, SEL topics, and summer learning opportunities. PSUSD continues to solicit parent input regarding district and school relationship building and encourages parents to connect with their child’s school in as many ways as possible.|3|3|3|4|3|4|3|3|3|3|3|4|2021-06-08||2021 33671736032411|Cielo Vista Charter|3|These events are calendared and sent out to families via a variety of communication platforms. Some examples of a wide variety of how our community gives input is: CVC Coffee Chats CVC ELAC Meetings CVC PTG Meetings LIM Parent MRA (Measurement Results Assessment) LIM Student MRA (Measurement Results Assessment) Panorama Survey PSUSD Thought Exchange LCAP Survey Focus area of improvement: Continue to consult with parents on LCAP actions and services but broaden the focus of these meetings to include a wide range of issues affecting students and the school. CVC will work on providing opportunities.|Cielo Vista Charter staff members and administration view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership. Teachers engage in Leader In Me Actions team meetings throughout the year that focus on LIM best practices and school improvement. CVC uses interpreters when needed for phone calls, parent/teacher conferences, SSTs, IEP or 504 meetings. These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform leadership and guide the development of school programs. Families are given a school handbook stating parents rights and the process and policies to exercise their rights. In addition, the handbook is available on the school’s website. First focus area: develop the knowledge and skills for both educators and families to work together toward building an effective partnership in order to help students succeed academically as well as socially-emotionally. Another focus area will be to increase the percentage of families logging on to ParentVue; this tool will improve accessibility of information on student progress.|As a school site, we have a thriving Class Dojo community in which 95% of our parents are connected to. The site administrators post messages on an on-going basis and communicate with all parents/families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. CVC continues to build trust and respectful relationships with families by regularly communicating with parents, students, and other stakeholders through one-on-one meetings, personal and frequent check-ins by staff members, emails, and monthly newsletters, which are written in English and Spanish. CVC has also launched the Latino Literacy program; weekly reading workshops have been hosted and highly attended. Our coffee chats, Leader in Me Book Clubs, and Math Nights are in both English and Spanish Sessions. A focus area for improvement: Build a robust school website and continue to improve and provide multiple methods of family involvement, in which we focus on their assets, cultures and goals by providing opportunities for them to take leadership roles within the school community.|4|4|3|4|4|3|4|3|4|4|4|4|2021-06-08||2021 33671810000000|Palo Verde Unified|3|Based on data reviewed from LCAP input from various stakeholder groups, PVUSD finds its strength is in building the capacity of its principals in effectively engaging families in advisory groups with decision-making. PVUSD finds that its weakness is in providing opportunities to have various stakeholders work together to plan, design, implement, and evaluate family engagement activities at school district levels. PVUSD is offering more opportunities to allow stakeholders to work together to plan and evaluate family engagement activities.|Based on data reviewed from LCAP and other input from various stakeholder groups, PVUSD finds its strength is in offering opportunities for two-way communication between families and educators. PVUSD finds that its weakness is in supporting staff in learning about the students' and families' strengths, cultures, languages, and the goals for the parents' / guardians' children. PVUSD is placing a focus on first best instruction with secured least restrictive environment for all students to improve this area.|Based on data reviewed from LCAP input from various stakeholder groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes. PVUSD finds that its weakness is in supporting families in understanding and exercising their legal rights and advocating for their own children and all children. PVUSD is offering parent informational nights to address this area and other areas to educate and inform the families and the community.|3|3|4|3|3|3|3|3|3|3|3|3|2021-06-29||2021 33671810138610|Scale Leadership Academy - East|3|Our school has progressively moved toward more communication and feedback from stakeholders as we have grown through the past few years. Meetings and discussions allow diversity and representation from all student populations we serve. Decision making comes from a collaborative group and voices. Gathering information helps direct sound decisions and promote engagement between school staff, parents, students, and community partners. We are working hard to allow additional opportunities as well.|SCALE Leadership Academy East strives to add meaningful content and development across all areas including strong curricular resources and communion tools to allow families obtain a good education in our untraditional non classroom based environment. Teachers and staff work with families to guide and provide equitable learning.|SCALE Leadership Academy East has identified the need to build better communication and relationships with all stakeholders. We have invested in additional tools and resources to make communication more readily available. We have formed groups to do more outreach within our school community especially to help evaluate the engagement of underrepresented families.|4|5|4|3|5|5|5|5|4|4|4|4|2021-10-23||2021 33671990000000|Perris Elementary|3|Strengths include surveying stakeholders on a regular basis including, LCAP Survey, Title I Surveys, district and site workshop surveys all for the purpose of increasing stakeholder participation in the decision-making process. The district will continue to provide opportunities for feedback via surveys. We will provide refresher trainings that include strategies on effectively engaging in advisory groups and decision making.|Strengths include providing scheduled times for teachers and families to meet to discuss student progress in ways to work together to support student outcomes. The district provides families with various workshops, parent nights, and resources to support student learning and development in the home. The district has also completed a series of professional development provided by Dr. Anthony Muhammad over the last two years, for teachers and administrators, focusing on overcoming the achievement gap and transforming school culture. The district will continue to work on improving the capacity of teachers and principals to partner with families to improve student outcomes.|Strengths include all schools schedule parent involvement and engagement opportunities to build relationships such as CABE, FIAT, Coffee with the Principal, Read with me Wednesday, Science/STEAM Nights. Parents also have the opportunity to be meaningfully involved in decision-making through SSC, ELAC, DPAC, DELAC, and the LCAP development process. The district is focused on continuing to develop a DAAPAC at the district level and AAPACs at school sites to build relationships with parents of African American students and provide opportunities to be meaningfully involved in decision making. The district will continue focusing on providing more consistent engagement opportunities for parents of foster youth. While the district offers multiple opportunities for families to be involved in the LCAP development process the district continues to seek ways to increase parent participation.|4|4|4|4|4|4|4|3|3|3|3|3|2021-06-17||2021 33671996105571|Innovative Horizons Charter|3|Strengths include surveying stakeholders on a regular basis. The surveys are provided by the district and IHCS. Some of the surveys include the LCAP Survey,Title I Surveys, and district and site workshop surveys all for the purpose of increasing stakeholder participation in the decision-making process.IHCS will continue to provide opportunities for feedback via surveys. Refresher trainings will continue to be offered and include strategies on effectively engaging in advisory groups and decision-making.|Innovative Horizons Charter School seeks active Involvement from parents, students, employees, and community members. To meet statutory requirements for stakeholder engagement, including engagement with representatives from the community and parents as identified in Education Code section 42238.01, Innovative Horizons sought input through committee meetings (ELAC and SAC) and surveys. IHCS parent and community engagement includes meetings and gatherings for the following purposes: AVID, ELAC, SAC, FIT, Title I, CABE, Friday Flag Presentations, and Student Attendance Celebrations. Parents are further involved through our athletics and our visual and performing arts programs. These programs allow parents to observe the well-rounded and child-centered education our students receive while participating In physical activities and artistic performances. We also offered a school-wide opportunity for parents to come and use our technology to complete the Parent LCAP Survey.|Strengths include diverse parent involvement and engagement opportunities. These opportunities are provided through SAC, CABE, FIT, and Coffee with the Principal. Parents also have the opportunity to be meaningfully involved in decision making through SAC, ELAC, DPAC, and the LCAP development process. Additionally, there are diverse platforms that are utilized to ensure home to school access. These include the traditional modes of communication (i.e. phone calls, flyers, or paper documents) as well as the school website, ParentLink, Class Dojo, and social media (i.e. Facebook, twitter, and Instagram). Through the district, parents of foster youth will be provided with more consistent engagement opportunities. Monthly SAC meetings take place to discuss the LCAP development process.|3|3|2|4|3|3|4|3|3|3|3|3|2021-06-02||2021 33672070000000|Perris Union High|3|Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement. Develop family-friendly board policies; Provide professional development on family and community engagement for school staff; Offer training for parents and community stakeholders on effective communications and partnering skills; Provide better information on school and school district policies and procedures; Ensure timely access to information, using effective communications tools; Information that is translated into languages that parents/families understand; Hire and train school-community liaisons who know the communities’ history, language, and cultural background to contact parents and coordinate activities; Develop an outreach strategy to inform families, businesses, and the community about school and family involvement opportunities, policies, and programs. Regularly evaluate the effectiveness of family involvement programs and activities.|Perris UHSD offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses. Perris UHSD has Identified and integrated resources and services from the community to strengthen school programs, family practices, and student learning and development that includes: - Forming a partnership with community-based organizations and other public agencies to plan or coordinate parent/ family involvement activities and programs; - Obtaining technical assistance; - Establishing effective channels for communicating with families; - Obtaining training for families; - Disseminating resources and information on an ongoing basis; - Supporting the establishment of a comprehensive, collaborative parent resource center to meet the needs of all families.|"Perris UHSD ensures that schools have a system in place with multiple strategies to facilitate two-way communication with staff, parents and community members on a regular basis. A. Conduct input meetings and/or surveys to collect input from parents of children receiving special education services with the required response rate (for Special Education Self-Review). B. Conduct parent surveys or use other local methods to measure school climate for LCAP. C. Utilize regular print outreach and communication, employ Web-based applications to support ongoing communication and interaction between schools and parents/families. D. Provide training and resources to personnel on - effective two-way communication; - interactive meetings and events; - interactive Web sites; - community outreach; - translation for parent/teacher conferences."|4|4|4|5|4|4|3|2|4|4|4|4|2021-06-16||2021 33672070101170|California Military Institute|3|Overall areas of success: - CMI has implemented the Parent Engagement Leadership Institute (PELI) , a curriculum that has been developed based upon the Six Types of Parent Involvement and the Action Teams for Partnerships. This curriculum is a ten module training including the topics of Parent Engagement: Keys to Student Success, Positive Parenting in Public Education, Communicating, Volunteering, Learning at Home, Decision Making, Collaborating with the Community, and Action Teams for Partnerships. CMI has an Action Team for Partnership (ATP) that identifies school goals and develops an action plan addressing specific needs. - A focus for PELI this year is to train new members and continue to increase parent engagement through communication, collaboration and professional development of all stakeholders. The previous ATP data will also be analyzed and a new goal, based on the previous goal, will be adjusted.|Overall areas of success: -PELI’s goal for the year was: Teach parents how to access and navigate Infinite Campus, Canvas and Google Classroom portals to increase their understanding of their student’s academic progress. -Parent communication/social media posts will increase by 30% as compared to the 2019-2020 school year (Blackboard/Instagram/Facebook/Twitter/Peachjar).|The overall implementation of the actions and services was successful and we were able to implement each one. Listed below are areas of success and areas for improvement related to the overall implementation of the actions and services to achieve the articulated goal. Overall areas of success: - Teachers were provided release time to collaborate with and support partnerships between teachers and parents. - Multiple virtual parent education nights were provided this year covering a range of topics. For example Suicide Awareness, Meantal Health, Vaping, Cyber Awareness, FAFSA, Back to School Night and Open House. - PELI, School Site Council and Military Advisory committee and AAPAC continue to be vibrant parent groups on campus hosting several virtual events each year. - Parent university consultants were not available this year. - CMI was able to support our parents with Tutorial videos for example Enrollment, Promotional information, Infinite Campus, and Instructions on how to email teachers. - CMI did contract with a local advertising firm and professional signs were displayed on electronic billboards. - This year we increased our partnership with and appreciation of parents through a number of events resulting in a 30% increase of parent participation which is the highest in the district. - Blackboard connect was purchased to maintain communication with parents and community. For 9/20 to 9/21 over 43,000 phone calls were made to our CMI parents. - Coffee with the principal virtual event always draws many parents who report that they appreciate the opportunity to interact with CMI Administration, counselors and other educators during these events.|4|4|3|4|3|4|3|3|4|4|3|3|2021-06-16||2021 33672150000000|Riverside Unified|3|RUSD values parents and other stakeholders as a vital part of the decision-making process. District parent committees such as Riverside Council Parent Teacher Association (RCPTA), African American Parent Advisory Committee (AAPAC), Community Advisory Committee (CAC), District English Language Advisory Council (DELAC), RUSD Equity Task Force, English Language Advisory Council (ELAC), LCAP Community Advisory Committee, site level Parent Advisory Committees (PAC), and site level School Site Councils (SSC) provide ongoing input and feedback toward site and district decisions. All through the COVID pandemic RUSD sought parent feedback and guidance on important district decisions, from interest in RUSD pursuing the COVID waiver in order to bring students back to school, to the creation of instructional programs in response to COVID conditions. Parent survey engagement rose to a high of 33%. Increasing the voice of parents of underrepresented students through enhanced, targeted communication about parent/community surveys. The RUSD Communication Department regularly produces communication tool kits for schools and departments to use to increase the reach of messages. These include parent messages for all social media platforms, school/district websites, and text message blasts encouraging parents to engage.|The RUSD Coordinator of State and Federal Programs provides site level teams with guidance and training for increasing family engagement. As part of our RUSD Equity Plan, an expanded focus has been placed on providing sites with training to increase the participation of families of underrepresented students. During the COVID pandemic, RUSD had to be creative in reaching our families to provide support to parents with the challenges of Distance Learning. The district developed and implemented regular Family Technology Webinars in which staff presented on topics ranging from how to use school-provided technology to access learning to training parents to how to monitor their child’s progress in Distance learning using Google Classroom. These webinars were available in both English and Spanish to support our community. As our schools have transitioned back to in-person learning, school sites have re-started offering numerous family events, such as Back to School Night, Open House, and site level parent education nights to open our doors to families and build relationships, leading to increased parent involvement. In addition, our Family Resource Center (FRC), housed at multiple locations across the district, develops meaningful partnerships with parents and caregivers to support student well-being, student learning, and pathways to college and career. With their mission to “improve student learning and development, strengthen family practices, and leverage school programs by integrating resources and services from the community”, the FRC coordinates comprehensive services for students and families to address and remove barriers to learning. A whole child approach ensures that schools, families and communities work in partnership to support the health, safety, and engagement of students. Parent workshops and family engagement academies are designed to empower families in accessing community resources and navigating the school system are scheduled regionally throughout the district. Our FRC team continued to provide services throughout the pandemic, in a virtual format. Through the district’s equity plan, all schools and district departments develop goals that will create welcoming school climates, build respectful and inclusive school communities, share information between schools and families, and support student success by sharing information about student progress and supporting learning by engaging families. Through these actions, RUSD schools are increasing their capacity to partner with families to support student learning and development, increase communication to discuss student progress and support families in understanding their rights and becoming advocates for their student(s) and schools.|Riverside Unified School District (RUSD) values parents and other stakeholders as partners in the educational process. Strong, respectful relationships between the sites, district, and families are crucial in cultivating effective partnerships. Providing leaders across the organization with opportunities to advance their abilities in developing relationships occurs at monthly district leadership meetings and the annual RUSD Leadership Symposium. Site and division leaders are provided with tools to build relationships with stakeholders and are directed to share these tools with their teams at site/division level staff meetings. This format allows for all employees to learn relationship building skills to use with their students, families, and employees. The PTA National Standards for Family-School Partnerships offers a framework for how families, schools, and communities should work together to support student success. As a component of our district Equity Initiative, we continue to work to establish a baseline for family engagement practices using the PTA National Standards for Family-School Partnerships. RUSD has initially appraised family engagement site level activities to ensure that each school site has the resources required to provide equitable family engagement practices. The goal is to systematize family engagement practices to ensure equitable treatment and access to resources for families. Schools develop at minimum one site goal to create school climates that welcome all families into the school community, communicate effectively, and support student success. RUSD has partnered with the Riverside County Office of Education to coordinate professional development opportunities for administrators, teachers, and classified staff to create welcoming school climates for families and community, build relationships with students and families, and communicate effectively with families. These professional development opportunities are offered through in person and/or synchronously online trainings.|3|2|3|3|2|3|3|2|3|3|3|3|2021-06-17||2021 33672150126128|REACH Leadership STEM Academy|3|The LEA understands that ample notice is needed for parents to secure time and childcare. Our event calendar is posted during the summer so parents can look at a glance and anticipate events. As the event gets closer, flyers and digital reminders are sent home. When event series are scheduled, such as, Coffee with the Director or LCAP, the LEA selects different times of the day to give our stakeholders flexibility. Parent input in decision making: The LEA currently has parents on our governing board which adds knowledge and perspective. Other parent committees (SSC, AAPAC, & ELAC) also allow opportunities for parent voice and choice related to key financial decisions around curriculum and material purchases as well as other actions and services offered to students.|The LEA addresses all parent grievances as a high priority, which can be detrimental to building relationships if left unattended. We want all parents, regardless of their background, to feel heard and supported, especially from our front office staff. A review of customer service techniques has been part of the front office’s team building meetings. The LEA currently has a homeless liaison that provides identified families with community resources and supplies families in need with nonperishable food items and clothing. An identifiable area of growth would be for staff to continue to seek opportunities to learn about the cultures of our families, especially since the school has attracted a large number of immigrant families. These families represent countries in Asia and the Middle East, which make up a small number of our minority demographics. In this current school year, the LEA has marked on the calendar monthly cultural celebrations in an effort to be more culturally aware and inclusive as it relates to highlighting the unique attributes contributions that every culture adds to our school community and beyond.|The LEA currently offers school-wide activities that promote family engagement: (1) parents meet the teaching teams, support staff, and learn about program and extracurriculars the week before school starts in our annual Meet and Greet and again during Back to School Night, and during Parent Teacher conferences in the fall; (2) Our African American student population is currently orange on the CA Dashboard for performance levels in mathematics and English language Arts. To increase participation and awareness from this parent group, the LEA has started an African American Parent Advisory Committee (AAPAC) composed of a diverse and dedicated group of parents that are concerned with the narrative data depicted; (3) School Site Council (SSC) is another means by which parents are able to participate in school governance and decision making; (5) Parents of students who are learning English as a second language are invited to participate in quarterly ELAC meetings as a means to get connected, stay informed, and to voice concerns about their unique experiences in accessing teachers, school personnel and academic materials. The LEA has programs in place for children: (1) Student Success Team (SST) in areas of student strengths and weaknesses in academic skills, classroom behavior, social interactions and/or attendance, the specific concerns that are the reason for the referral, and/or a specific plan for helping the student in the areas of concern, an (2) Individualized Education Plan (IEP) or special education referral, (3) 504 Plans for students with a condition that impedes their access to learning; and (4) other social-emotional programs monitored by the Special Education Department.|4|4|3|4|4|4|4|4|4|4|4|4|2021-06-28||2021 33672310000000|Romoland Elementary|3|The District has an active District Advisory Committee, District English Learner Advisory Committee, and Local Control and Accountability Plan (LCAP) school and district teams. All of these committees include parent/guardian members who provide input on the direction of the district LCAP annually. All schools have active School Site Councils and English Learner Advisory Committees with parent/guardian members who provide input on the direction of the School Plans for Student Achievement. An area for continued growth emerged during the COVID-19 pandemic and corresponding school closures, which was the use of virtual meetings for LCAP teams, councils, and advisory committees. Stakeholders expressed that the virtual options were beneficial since they provided families with flexibility for engagement, and thus, virtual options for parent/guardian engagement on LCAP teams, councils, and advisory committees should continue to be integrated into meeting options for participation.|The District conducts annual professional development with all staff on the topic of parent/guardian and family engagement, which emphasizes an asset-focused approach, positive relationship development, and the benefits of strong school-community partnerships. Each school has a Parent/Guardian Engagement Plan that is reviewed and revised annually by the School Site Council. Each school offers a variety of parent/guardian workshops focused on improving student outcomes. An area for growth is for families, teachers, site administrators, and district administrators to work together to plan, design, implement and evaluate a parent/guardian academy of classes, including advocacy classes.|Each school offers parent/guardian and family engagement opportunities based on parent/guardian feedback and needs. Romoland School District has invested in school site clerks to assist with community engagement and connecting families with resources. The District has additionally invested in communication upgrades, including website, mass communication methods, and forthcoming digital marquees. A Communications Coordinator supports parent/guardian and community outreach and engagement. An area for continued growth emerged during the COVID-19 pandemic and corresponding school closures, which was the use of virtual parent-teacher conferences and virtual meeting options for parents/guardians. Stakeholders expressed that the virtual options were beneficial since they provided families with flexibility for engagement, and thus, virtual options for parent/guardian and family engagement should continue.|3|3|3|5|3|3|3|3|3|3|3|3|2021-06-22||2021 33672490000000|San Jacinto Unified|3|LCAP action effectiveness was rated by participants. The survey is specifically designed to generate results directly connected to LCAP goals which reflect the Local Control Funding Formula priority areas. Results from parent ratings were quite similar, with most actions and programs rating as either “Strongly Agree” or “Agree” Parents/family members placed high effectiveness ratings on School Public Health Measures (77%) and Family School Communication (73%). Various new actions were suggested through the survey including continuing a focus towards accessing college, additional counselor supports, bullying prevention, student safety initiatives, and programs to support struggling students. The SJUSD Parent Center continues to develop programs to address these areas, providing additional supports and adding programs at school sites. SJUSD encourages parent participation in support programs connected to the District Parent Center, District and School committees, and future LCAP input sessions.|San Jacinto Unified has provided multiple forums for community members and school site staff to interact throughout the year. School site council meetings and ELAC meetings provide parents with the opportunity to learn about school policies and procedures while providing a forum for parents to voice ideas about the direction the school is moving as it relates to the LCAP and LCFF Priorities. Teachers on Special Assignment have provided support for site leadership and teachers on building high trust behaviors and actions within these encounters to help cultivate community relationships. SJUSD also supports the professional learning of our staff through targeted classified and certificated supports on high-class customer service. Our Customer Service Committee has facilitated the acquisitions of training in this area and has drafted SJUSD Standards of Customer Service that provide the expectation of exceptional customer service throughout the district.|San Jacinto Unified School District gathers information through multiple methods each year as part of developing the Local Control Accountability Plan (LCAP). Input meetings were held from September 2020 through May 2021, focused on reviewing data and collecting feedback and suggestions from attendees. These meetings occurred during DELAC, SJAAC, Parent Advisory Committees, open community meetings, and other input session formats. In addition, the District issued a Parent survey, receiving 1, 745 surveys from “Parent/Family Members” via the Spring of 2021 Parent Survey administration. These surveys allowed stakeholders to rate the effectiveness of current practices and provide input regarding the next steps or new programs needed for the school district. In addition to the multiple parent committee opportunities provided SJUSD also held its annual Into The Future Conference that brings together community members and families to provide breakout session that relates directly to support needed for families to aid in preparing their students to be college and career ready.|4|4|3|3|4|4|4|3|4|4|4|4|2021-06-15||2021 33736760000000|Coachella Valley Unified|3|Areas of strength include building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making. This area was rated with a 3 or higher by 66.4% of the District Parent Advisory Committee and 80% by the LAP Stakeholder Team. Areas to improve include providing opportunities for families, staff and district administrators work together in planning, designing, implementing and evaluating family engagement activities at the site and district level.|Areas of strength include providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Professional development was provided weekly throughout 2020-21. In some cases, parent participation in meetings and workshops in 2020-21 because parents were able to access the meetings virtually. This eliminated the need for childcare or transportation. This is a practice that we will continue even as we go back to in-person learning. CVUSD was also successful in providing families with the information and resources they needed to support student learning. Many departments worked collaboratively to ensure that students and parents had the tools they needed for students to be successful including, but not limited to: technology, transportation, facilities, education services, nutrition, expanded learning, English learner services, Child Welfare and Attendance, Special Education Department, purchasing, fiscal services, etc. Our Technology department was called upon for support beyond any previous time, and they met the challenge. Areas to improve include supporting families to understand and exercise their legal rights and advocate for their students. As we continue to support our families and connect them to internal and external resources, this is an area of need.|Areas of strength include: developing the capacity of staff to build trusting and respectful relationships with families (with parent centers at all schools, Parent Engagement Manager, a Parent Liaison at each school, and communicating with parents and community in many different ways (social media, phone calls, email, texts, Radio and TV advertising and Billboards). Areas to improve include, providing timely, relevant information to parents and community members. Provide all messaging and provide information in multiple languages. We will focus on providing multiple opportunities for the district and our community to engage in 2-way communication. CVUSD stakeholders shared that they would like to see an increase in parent workshops and opportunities for parents and students to provide input in their own forum – where they can share ideas freely and comfortably in the company of their peers.|4|4|4|4|3|4|4|3|4|4|3|3|2021-06-24||2021 33736760121673|NOVA Academy - Coachella|3|In the Spring of 2021, parents were provided with a Family-School Relationship survey. The results of this survey guide the school members and parent support groups (School Site Council) in creating programs to help improve the school overall. Each family is given the opportunity to participate in the survey. Due to the restrictions caused by COVID-19, the survey was provided to families via email on numerous occasions throughout the Spring semester. The School Site Council provides parents and guardians with the opportunity to help the school through the engagement of parents and guardians in activities at the school level, such as Family Feast day and Family Picnic day and the district level, such as renewal and LCAP discussions.|Teachers and staff participate in multiple events involving students and their families, thereby building partnerships with these families. This is completed in conjunction with the relationship-building present in the Parent University, parent-teacher conferences, and parent/ guardian communications through the Aeries system. Parents and guardians are provided with ample information through written and verbal communication, which occurs through voice mails, SMS text messages, emails, and individualized letters and phone calls. Students and their families are given progress reports periodically, but both students and their families can find additional information about their grades and performance improvement through “Student Portal” and “Parent Portal” web applications. Teachers also communicate with parents and guardians about any improvement or concerns with student behavior and academics. This is also done through phone calls and Aeries communication, which helps with language barriers and allows teachers to have their messages translated to the preferred language of the recipient. Additionally, students and their parents or guardians can meet with teachers and counselors to discuss student progress during office hours, which each teacher keeps daily. Parental and guardian rights and advocacy information is disseminated through events such as Parent University to help them help their students in the best way possible.|Parent engagement at NOVA Academy Early College High School occurs through many events connected to the school, including parent input and feedback of events. NOVA Academy has found success in parent involvement throughout the year through School Site Council, Coffee with the Principal, Parent University nights, FAFSA Information Night, Back to School Night, Open House, and Parent/Teacher conferences. Parents have strongly supported school activities, such as school dances, prom, parades, Family Feast, Spring Family Picnic, and recruitment events. The Aeries communication tool, Parent Square, continues to be used for better communication between parents, teachers, and administration in the parents' preferred language through phone calls, texts, and emails. Parent communication has increased across the campus, bringing parents into a more robust focus within their student's education world.|5|5|5|5|4|4|5|4|4|4|4|4|2021-10-14||2021 33751760120204|Sycamore Academy of Science and Cultural Arts|3|SASCA has consistently provided opportunities for decision making with stakeholders. Through stakeholder feedback, teacher and staff committee involvement, surveys, data analysis, and academic research, Sycamore Academy has concentrated its resources and efforts on addressing the needs of all students affected by a global pandemic, lifting up and meeting the needs of special populations. SASCA will focus on the needs of students who have been Distance Learners and who will return to full time on campus learning in the 21/22 school year. With intensive implementation of a social emotional structured program that emphasizes collaborative learning in groups we will work to meet the needs of our students. Through a collaborative process with stakeholder input, we will support our families providing resources and ensuring they have opportunities to provide input on policies and programs, and to reach and seek input from any underrepresented groups in the school community.|SASCA has made continuous progress increasing our school’s capacity in partnering with families. Our school partners are comprised of representatives for parents, students, Board members, School Site committee members, community members, teachers and administration. Stakeholders had the opportunity for remote participation by attending and speaking at the monthly school site council meetings and monthly board meetings via Zoom. Information was posted on the website and social media outlets. We focused on the needs of all our students, including our most vulnerable students and families in our planning and implementation. In addition, we provided resources and support for learning for our English Learners, Foster Youth, Homeless Youth, and Students with Disabilities. SASCA will continue to focus on mitigating learning loss and working to resume in person collaborative practices in the classroom so students are progressing towards their academic goals. Because we recognize the evolving nature of this pandemic, we have been and will continue to provide choices in learning models that will meet the needs of all students. Providing these expectations with options to students and families represents one of SASCA’s efforts to empower stakeholders. In turn, stakeholders hold the school accountable for providing consistent, high-quality instruction and other services that meet the academic, social, and emotional needs of students and families. The 13 implementation of a variety of need-based learning options and design of robust and flexible modes of instruction during this pandemic have presented a unique opportunity to do things differently.|SASCA experienced many successes and some challenges for implementing pupil and family engagement during the 20/21 school year. Some successes included the overwhelming positive support from stakeholders who appreciated that Sycamore provided options tailored to families including online options and on campus options and our consistent communication. Sycamore was one of the few schools that was open during the Pandemic and we prioritized 2-way communication with our stakeholders to ensure we continued to build relationships. We supported families taking into consideration differing opinions on the Pandemic and each family’s comfort level of being on campus verse off campus. Moving into the 21/22 school year, SASCA will focus on the development of socially strong and emotionally secure students through a learning environment focused on a growth mindset, self-efficacy, social awareness and selfmanagement. We will utilize Leader in Me, Kagan Cooperative Learning, and other social emotional curriculum to support our students and to address their needs.|5|5|4|5|5|5|5|5|5|4|5|5|2021-06-21||2021 33751920000000|Temecula Valley Unified|3|TVUSD’s current strengths and progress in this area result from the success of school site Community Advisory and School Site Council groups as well as our school site English Learner Advisory Committees. TVUSD annually provides professional learning for the engagement of these advisory groups and support in seeking input for the development of site allocation expenditure plans, School Plans for Student Achievement, and the District Local Control Accountability Plan. TVUSD continues to focus on reaching and seeking input from underrepresented groups as we build greater partnerships within the school community with the support of our Coordinator of Equity, Access, and Inclusion.|TVUSD’s current strengths and progress in this area result from the multiple communication systems that keep parents informed about student progress and regular communication specific to student areas of strength and identified needs which empowers parents to advocate and support learning and development in the home. There has also been a district-wide effort to provide information and resources to support student social-emotional wellness through the provision of “Family University” information sessions provided in the evenings. TVUSD is working to improve provision and accessibility of information and resources by improving the district and school site websites.|TVUSD’s current strengths and progress in this area can be attributed to the multiple opportunities that families have to interact with and provide input to site and district staff. Families are invited to participate in site and district level committees such as District English Learner Advisory Committee (DELAC) and English Learner Advisory Committees (ELAC); District Title I Advisory Committee (TAC) and School Site Councils; Community Advisory Committee (CAC); and Community Advisory Partners (CAP). Each school site provides regular communication through newsletters which include embedded translation for over 100 languages. The Let’s Talk platform also provides access for individuals to contact site and district staff directly to provide ease of access to engage in 2-way communication. TVUSD continues its commitment to building relationships with the LCAP goal to REACH OUT to family and community members, and ongoing professional development and site specific support is provided by the district Coordinator of Equity, Access, and Inclusion as district and site staff continue to learn about each family’s culture, language, and goals for their children.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-29||2021 33752000000000|Murrieta Valley Unified|3|To increase stakeholder involvement and feedback, MVUSD offers the following: Partnership for Thriving Students and Families (PTSF), African American Parent Advisory Council (AAPAC), Latino Parent Advisory Council (LPAC), District English Learner Advisory Council (DELAC) and Special Education Parent Advisory Council (SEPAC). Additionally, our school sites offer a variety student and parent groups including: School Site Council (SSC), English Learner Advisory Council (ELAC), African American Parent Advisory Council (AAPAC), Latino Parent Advisory Council (LPAC), principal/student advisory groups, PTA/PTSA/PTO and staff leadership teams. The district collaborates with both employee unions to garner feedback and input on the LCAP. District staff meet with student advisory groups from the secondary schools to seek input regarding policies, procedures, and issues/concerns to improve student learning, school culture, and connectedness. Staff expanded the student advisory groups to the elementary level before the COVID pandemic. The Partnership for Thriving Students and Families (PTSF) group has representatives from all stakeholder groups. PTSF has defined its purpose and created a mission which is to serve as a collaborative unit of parent and community voices, to ensure equity and inclusion for all MVUSD students. This group serves as an umbrella organization for all stakeholder groups to support the mission and vision of the school district, which is to inspire all students to think, to learn, to achieve and to care. The priority for PTSF this year is to better coordinate efforts of all stakeholder groups to align district focus areas.|"While district-wide students’ CAASPP scores in ELA and math have improved in recent years, we are focused on addressing the students’ needs that have emerged as a result of school closures and virtual learning. This focus includes understanding the trends for all students and the needs of individual and our identified student groups. End of year local assessments will be used to monitor student progress and determine learning acceleration plans for the 21-22 school year. To support student learning, our parents are invaluable partners as we implement acceleration opportunities. Through our annual stakeholder survey, we are garnering feedback from our students, families, and staff to determine the greatest needs for support for the upcoming school year. We are also meeting with our stakeholder groups to get input for the 21-24 LCAP and the 21-22 Extended Learning Opportunities Grant Plan. As a result of the COVID-19 pandemic and impact on schools and student learning, the district has identified two focus areas for the 2021-22 school year which are: • Learning acceleration • Re-engage students, staff, and families into the school community in a health way Additionally, the district will continue to support our previous initiatives: • Stakeholder engagement • Visual and Performing Arts • Career Technical Education • Partnerships and expansion opportunities with higher education • Expansion opportunities for Murrieta Summit students • Marketing programs in our region • Virtual and homeschool learning opportunities • Robust offerings in arts, athletics, and activities"|To determine needs of our community, MVUSD conducted an annual stakeholder survey in April of families, students, and staff with 1219 family, 2973 student and 857 staff responses for 5049 total responses. 82% of families and 74% of students indicated that staff treat students from different backgrounds other than their own fairly. schools provide the supports and skills to ensure student success. 78% of district staff and 79% of site staff indicated that staff treat other staff from different backgrounds other than their own fairly. 68% of families indicated they are comfortable communicating with their student’s school. 50% of families indicated they feel the school values their opinion. 72% of families feel at ease with the contacts with their student’s teacher(s). 80% of students feel they have an adult at school to go to for help. 73% of district staff and 77% of site staff felt their colleagues respect them. 68% of district staff and 74% of site staff felt they belong in the district. 70% of district staff felt their department or district leadership was effective in resolving challenges. 69% of school staff felt their school’s leadership was effective in resolving challenges. As a result, the district and schools need to continue to make intentional efforts to obtain input to further strengthen relationships with students, families, and the community.|3|3|3|3|3|3|3|3|3|3|4|2|2021-06-17||2021 33752420000000|Val Verde Unified|3|Our distirct continues to implement a strong system to effectively support and build the capacity of our principals and VVUSD team members in engaging families throughout the year. Ongoing and frequent principal meetings are offered throughout the year. Principals and school sites continue to receive training and materials for parent advisory committees, such as SSC and ELAC, and are able to successfully train their advisory committees. In addition, clear and concise information continues to be available for sites (i.e. ELAC handbook with information available on our VVUSD EL Program website). VVUSD continues to strengthen advisory committee meetings in such a way that principals, support personnel, and parents are collaborating to create agendas and facilitate meetings together as equal partners focused on improving student achievement. VVUSD has sought to maintain its commitment to implement a unique model that strives to build family leadership and provide a voice to our community. At our VVAACC and DELAC committees, parent leaders continue to be the facilitators. With this model, our parent leaders have received and co-created the information needed to present to other community members in meetings during prescheduled study sessions. Resources are invested in powerful research-based programs to empower and establish a parent/guardian leadership program where families are trained as experts who pass along tools and information to other families to support improved student outcomes. VVUSD has continued to provide opportunities to all families to provide input on policies and programs and implement strategies to seek input from underrepresented groups. At our advisory committee meetings like DELAC and VVAACC meetings, not only are parent/guardian surveys provided, but voice forms as well, where parents can share their personal ideas, questions, and priorities and receive a personalized response. In addition, our Special Education Informational Sessions, our LCAP discussion forums, and Parent Focus Groups continue to stand out by always encouraging input from our community. Our site leaders continue to take full advantage of our resources by reaching out to our Family Engagement Center to meet the local needs of the community and schedule classes or services from a wide array of options made available to them. For district-based events, courses, and services are centered on feedback provided from surveys and voice forms. Based on our families’ input, a variety of classes have been offered continuously throughout the year. This process continues to be reflected in our offerings of additional English as a Second Language classes, a GED class, and Computer Literacy, among others. Input from the community has continuously been the driving force in determining our offerings and services as well as the allocation of funds for our LCAP adoption process.|Schools continue to develop relationships with families. Our teachers and administrators view parents as important partners in improving student outcomes. VVUSD encourages interested parents/guardians and community members to engage with our schools and participate in their children’s educational program. Our teachers and administrators are vested in their commitment to celebrating our families’ strengths and continue to make every effort to work side by side to promote educational equity and success for our students. Our District values the importance of strengthening the connection between schools and home through relevant and useful materials for at-home learning available for families to support them as their children’s learning coaches. The District has been offering Free Application for Federal Student Aid (FAFSA) workshops and informational sessions to assist our families in supporting their children in their educational journey. VVUSD hosts various events throughout the year to ensure our families have the necessary resources to assist their students’ learning and development at home. Informational sessions on the California Assessment of Student Performance and Progress (CAASPP), English Language Proficiency Assessment (ELPAC), and the California School Dashboard, among others, occur regularly. Our District supports families through online webinars with expert presenters in the areas of socio-emotional wellbeing, suicide prevention and mental health, physical fitness, anti-bullying, xenophobia, and the prevention of hate crimes. The District has continued the use of an ever-growing variety of tools to optimize communication between parents and teachers regarding student progress. In addition, parent/guardians’ input continues to be encouraged during group meetings as well as committee meetings. Both surveys, as well as voice forms, continue to be provided so parents can make their concerns and/or suggestions heard and addressed. We also continue to make it a point to encourage our families to make their voices heard at Local Control Accountability Plan (LCAP) informational meetings, Parent/Teacher Conferences, as an ongoing effort to work together with families to improve student outcomes. VVUSD continues to provide information at the beginning of the school year to parents. Foster Families and families with children with exceptional needs are offered informational sessions throughout the year. Important information on rights and responsibilities continues to be made available at informational sessions for Special Education and Foster families as well as meetings for families with English Learners. In addition, the District continues to share information about its Uniform Complaint Policy on a regular basis. This information is disseminated via parent notifications that are mailed out in both English and Spanish, as well as at parent advisory committee meetings, and easily found on the District’s website.|A representative stakeholder group of VVUSD staff and parents met on 4/10/19 and reported the following: Sites have developed an ongoing relationship with families and both teachers and administrators view parents as partners in improving student outcomes. The District encourages interested parents/guardians and community members to visit the schools and participate in their children’s educational program. With ongoing PD throughout the year, VVUSD team members are committed to celebrating our families’ strengths and working side-by-side to promote educational equity and success for our students. The District offers 4 parent collaboration sessions per year to support family reading at the Elementary level. The number of sessions has increased year to year. They are aimed at enhancing the success of learning at home and promoting literacy. In addition, other ongoing events are continuously being offered to support middle and high school-aged students. Our class for parents to promote college awareness through the Latino Family Literacy Program, Graciela’s Dream, has had a wide impact on our families. Our District added another level to this class by including field trips to a local college as well as a four-year university. It also includes visits from high school and college counselors. VVUSD also offers a College Kickoff, a widely attended District event in which information from many universities and career paths are made available to families. VVUSD offers Free Application for Federal Student Aid (FAFSA) workshops and informational sessions to assist our families in supporting their children in their educational journey. VVUSD offers many events throughout the year to ensure our families have the necessary resources to assist their students’ learning and development at home. The District uses a variety of tools to optimize communication between parents and teachers regarding student progress. In addition, parent/guardians’ input is encouraged during focus group meetings as well as committee meetings. Surveys are provided as well as voice forms so parents can make their concerns and/or suggestions heard and addressed. We encourage our families to make their voices heard at the various meetings held throughout the year [Local Control Accountability Plan (LCAP) informational meetings and others]. The District provides information at the beginning of the school year to parents, and in the case of Foster Families and families with children with exceptional needs, we offer informational sessions throughout the year. Information on rights and responsibilities are made available at informational sessions for parents and guardians. In addition, the District makes it a point to share information about its Uniform Complaint Policy on a regular basis. This information is disseminated via parent notifications that are mailed out in both English and Spanish, as well as at parent advisory committee meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 34103480000000|Sacramento County Office of Education|3|SCOE's progress towards seeking input from parents/guardians in decision making and efforts to promote parental participation in programs is measured through a consistent annual survey that is translated for our non-English speaking families and administered electronically. The survey is designed to be accessible and specific to the issues that are most relevant to our non-traditional student populations. Survey questions for 2021 were slightly modified since health protocols did not allow for in-person activities. The survey included an assessment of whether parents feel their child's school offers activities to bring families onto campus, and whether parents would recommend SCOE’s programs.|SCOE's multi-layered, systemic approach to engage families utilizes several professionals including site principals, teachers, transition specialists, and parent liaisons. Engagement activities include: a detailed enrollment process that ensures appropriate wrap-around services are assigned prior to the first day of attendance; families are also connected with community resources to further support their needs; parents are actively engaged in the decision-making process through IEP meetings when appropriate, student study team meetings, student led conferences, and site council meetings. The SCOE student programs have continuously invested in hiring employees who excel in building relationships with students and families and in on-going family and community engagement professional development for those employees. Our schools and programs are welcoming places for all parents. Each student and family participate in an enrollment meeting, where strengths, goals and the family culture are discussed and understood by our team. Students in our court school participate in a new student interview and families are invited to call or visit with school staff in the visitor center on any school day and on our formal visitation evenings once per month. SCOE has a master list of interpreters that work across our organization that are experts at translation and we hire expert translators if a family speaks a language our team cannot translate effectively.|SCOE provides a Family and Community Engagement professional development program, which our administrators and staff participate in and we support all staff participation in additional outside professional development sequences. SCOE is in contract with multiple non-profit agencies that partner with our administration and staff to engage families with resources to support student learning and development in the home. Our teams consistently participate in student study team meetings with families and set goals and expectations for continued student success. Each family receives transition support and information for their student's transition back to mainstream, high quality school district programs and we ensure all families understand their right for legal representation, as we provide information on free legal services. Our teams are committed to advocating for our students and helping families develop advocacy skills as well.|4|3|4|4|4|3|5|4|3|3|4|3|2021-06-22||2021 34103480136275|Fortune|3|We regularly survey our families in order to gain insight about their perspectives, needs, and priorities. Parents also have opportunities to provide input through the School Site Council and other parent groups. We are increasing these groups to full implementation now that we are out of the distance learning context.|All sites provided parent academies and morning meetings for families to learn about important updates and to provide feedback on how things were going. These events gave families important information about this year’s programs and improved relations between families and principals. A focus area for improvement is our outreach to families of students with disabilities, especially when we have to operate in a distance learning context.|We have hosted at least three virtual events where we invited parents from all of our sites to learn and provide feedback on our ongoing work. We held a meeting in September to discuss the 2020-21 LCAP, and over 100 people participated. We held a parent advocacy day to discuss how to impact state policies that are of vital importance to our schools. Finally, we held a town hall to discuss comments made during our Fortune charter renewal petition. These events gave parents critical information during this difficult school year. A focus area for improvement is our capacity to engage with families who speak languages other than English.|4|4|4|4|4|4|4|4|3|3|3|3|2021-08-26||2021 34103480140160|American River Collegiate Academy|3|Rocklin Academy Family of Schools has a strong history of seeking input from stakeholders when making decisions. This year, in particular, we have relied heavily on them to guide our work as we have planned and implemented various educational models and prioritized and outlined goals and actions for our students in the coming years. We ensure that we seek input from our underrepresented families and use that to help inform decisions. We plan to continue the important work of engaging with our families and seeking their input to improve or expand upon the opportunities we offer.|This year, more than ever, we have worked very hard to support our families. They have truly become partners in educating their children when students were unable to be on campus. We have provided videos and playlists to students to help support their learning when they were not participating in live sessions. We have reached out to families when students were absent, didn’t seem to be engaged, or were struggling. We have provided virtual intervention and enrichment sessions, held one-on-one virtual conferences, virtual student study team (SST) meetings, and IEPs. In partnering with the county, we have been able to provide a tremendous number of resources to help support students and their families on topics such as academics, social-emotional wellbeing, nutrition, etc. We will continue to work on this area of building partnerships with our families and increasing the bank of resources to support them.|Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning. Focusing on this mission, American River Collegiate Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering, participation on committees, providing input on surveys, attending field trips, school events, and various meetings. American River Collegiate Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Parent University, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Unfortunately, because of the COVID-19 pandemic, many of these have had to be done in a virtual setting this year but we are very pleased to still see a high level of engagement with our new families. Other ways of providing meaningful input in the decision-making process for families has been serving on or participating at committee meetings such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Local Control Accountability Plan (LCAP) Committee, and English Learner Committee (ELC) meetings. Again, the COVID-19 pandemic made some engagement opportunities much more challenging in the 2020-21 school year because we were unable to allow many of our in-person interactions. However, we quickly transitioned all meetings and workshops to virtual events which did show to be successful, in some cases, we had a higher participation rate. When surveying parents and guardians in the 2020-21 school year, 100% of American River Collegiate Academy respondents indicated that they believe RAFOS seeks their input on decisions where another 100% indicated that they have participated in school-related activities this year. We realize that engagement has been very different and difficult for many this year. We have worked diligently to provide opportunities for our families and other stakeholders to continue to participate and engage with us but look forward to the day we return to “normal” and can invite our families and volunteers back to campus. Until then, and once we do return, we will continue to identify ways to meaningfully collaborate with and engage our families, ensuring the voices of all families are heard.|4|4|4|3|4|4|4|3|4|4|3|3|2021-06-14||2021 34672800000000|Arcohe Union Elementary|3|The district is currently in the process of redraft the mission and vision statements for the district through a collaborative effort with the staff, families and students. These open dialogue sessions have been good to open the lines of communication and relate to group in a way we have not in years' past. The work is also being presented to our bilingual families through the DELAC to give a different perspective in how the school is viewed by all parents. It is important to hear all the voices because the district belong to the community.|The district is currently in the process of redraft the mission and vision statements for the district through a collaborative effort with the staff, families and students. These open dialogue sessions have been good to open the lines of communication and relate to group in a way we have not in years' past. The work is also being presented to our bilingual families through the DELAC to give a different perspective in how the school is viewed by all parents. It is important to hear all the voices because the district belong to the community.|The district is currently in the process of redraft the mission and vision statements for the district through a collaborative effort with the staff, families and students. These open dialogue sessions have been good to open the lines of communication and relate to group in a way we have not in years' past. The work is also being presented to our bilingual families through the DELAC to give a different perspective in how the school is viewed by all parents. It is important to hear all the voices because the district belong to the community.|3|3|3|3|3|3|3|3|3|3|3|3|2021-10-21||2021 34673140000000|Elk Grove Unified|3|Elk Grove Unified School District understands the importance of parent and community feedback, and continues to make progress when it comes to seeking input for decision making and ensuring all underrepresented families have a voice at the table. Through various district parent committees, such as the District Advisory Committee, the District English Learner Advisory Committee, Partners Accountable and Responsible for Student Success, the Community Advisory Committee, Families of Black Students United, Latina Madres, and the Superintendent’s Parent Advisory Committee, parents provide feedback and recommendations to district leaders in making decisions, including development of school and district LCAPs. On a wider scale, the district annually seeks parent and community feedback through a LCAP Needs survey and a Parent survey. The Parent survey captures perceptions of how effectively the district provides: high quality instruction, communication with parents, parent involvement opportunities, support for social emotional learning, and a positive school culture and climate. Survey responses inform efforts to improve the district’s various instructional programs and family and community engagement efforts to address LCFF/LCAP priorities and meet district goals for student achievement, student engagement, and school climate. The district constantly seeks input on policies and programs, including the best way to reach out to and hear from underrepresented groups in our school communities. One approach the district has adopted is to directly ask families that are new to the school district and new to the country, what they need, how the district can support their transition, and the best ways to communicate with them. The district also utilizes other opportunities when parents are in the district office, for example during immunization clinics, to interact and obtain information on needed support. Information gathered from these sources has helped EGUSD begin to create a Newcomers program for students and families. One focus area for improvement is making sure all families and principals have the opportunity to understand how to plan, design, implement, and evaluate family engagement activities. Recent efforts to systematically measure and monitor welcoming environments and family engagement activities at each site has created an expectation for continuous improvement. Coupled with additional staffing to support implementation efforts, great improvements are expected as well as great impact. EGUSD piloted a program called the Family Leadership Academy. The Family Leadership Academy is designed to motivate and educate families to become a significant resource and partner in the co-education of their children. This program helps support parents by teaching practical leadership strategies and tools to best support their family, as well as school-based efforts and district initiatives.|Elk Grove Unified School District continues to make progress in building partnerships for student outcomes. Many of the district’s departments/offices, such as the Office of Family and Community Engagement, the Attendance Improvement Office, the English Learner Services Department, the Office of Educational Equity, and the Curriculum/Professional Learning Department, partner to provide a seamless array of professional learning offerings to improve a school’s capacity to achieve effective family-school partnerships. Trainings on cultural awareness and implicit bias supports educators in better connecting with students and families. Trainings on social and emotional development is also supportive of and foundational to students’ academic success. Based on stakeholder requests, workshops in the Family and Staff Wellness Education Series include such varied topics as parenting while navigating social media, self-care, healthy behaviors, managing angst, and stress and resilience. Workshops are well-attended and feedback from participants is positive. The Office of Family and Community Engagement also directly supports schools to help provide families with information and resources to support learning at home. The district’s Early Literacy Family Workshops are offered both virtually and in person (when possible) to kindergarten and first grade families to provide concrete strategies on how families can help with reading at home. In addition, the district maintains high-functioning parent-centered committees, such as the District Advisory Committee, the District English Learner Advisory Committee, Partners Accountable and Responsible for Student Success, and the Superintendent’s Parent Advisory Committee. Agenda items regularly include reviews of student data and program outcomes, discussion of causes, and recommendations for improvement. One area of focus for improvement is ensuring families understand and exercise their legal rights, as well as understand the importance of advocating for their own students and for all students. To this end, EGUSD offers the Family Leadership Academy to all schools. The Family Leadership Academy helps parents and guardians develop parenting and life skills by teaching practical leadership strategies that can be used to support their family, as well as school-based efforts and district initiatives. EGUSD is also creating a Family Advisory Committee, which will work with the district’s Community Partnership Coordinator to build and sustain strategic and authentic relationships with district and school staff, families, and outside organizations. The Family Advisory Committee will also directly advise the Office of Family and Community Engagement regarding enhancement of existing efforts as well as recommendation on new areas of support for families.|In Elk Grove Unified School District, we believe all students will benefit from programs and services designed to inform and involve family and community partners. The district’s strength is that it maintains an office dedicated to this endeavor. The Office of Family and Community Engagement believes trusting and respectful relationships between the home and school serve as the foundation for shared learning and responsibility and is a key ingredient for student success. To support administrators, teachers, and classified staff, including parent liaisons, the Office of Family and Community Engagement provides various professional learning opportunities to help build effective relationships. Trainings are designed to help schools build trust, create welcoming environments, and develop two-way interactive communication. A focus of these professional learning trainings is to understand more thoroughly and recognize skills and knowledge that are part of families’ inner culture, work experience, or daily routine. Termed “funds of knowledge,” this is the knowledge and expertise that students and parents have because of their roles in their families, communities, and culture. EGUSD has also implemented the nationally recognized model of Parent/Teacher Home Visits and early results show the outreach strategy is helping families and students feel more connected and attend school on a regular basis. EGUSD offers both bridge zoom visits and in person visits (when possible). A focus area for improvement is continuing EGUSD’s work in creating welcoming environments for all families, especially those that are underrepresented. With recent additional staffing, the Office of Family and Community Engagement now has the capacity to provide support to all schools in creating welcoming environments and to support school efforts to authentically engage with parents and families.|4|3|3|4|3|3|3|3|3|4|4|3|2021-06-25||2021 34673140111732|California Montessori Project - Elk Grove Campus|3|The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization. There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose. The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet. CMP administration will continue to discuss how engagement can be improved which could include targeted outreach and community events. CMP continuously seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are held at each school, where stakeholder groups are encouraged to provide input as a guide to develop goals that apply to the CMP network as well as the individual school sites. Based on this input, the school budget is developed.|CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications. CMP seeks to engage underrepresented families by first being present and visible in the community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, breakfast, etc.|The CMP community encourages direct communication through regular parent-student-teacher conferences. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders. Through stakeholder feedback, the importance of focusing on setting up culturally responsive classrooms and providing professional development in diversity, implicit bias, equity and inclusion became clear.|4|5|4|5|5|5|5|5|4|5|5|4|2021-06-14||2021 34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|3|A strength in this area is providing families with opportunities to engage in and provide input on policies and programs through School Site Council, feedback surveys, personalized/small group program orientations, and inclusive IEP meetings. A focus area is to increase the level of engagement of families in the planning, design, and implementation of school level programs and practices.|Strengths and progress in the area of engagement include the strategic use of a variety of communication tools to reach all families and provide a means for all families to connect with and build meaningful and positive relationships with the LEA. These communications include traditional mail, surveys, digital communication (text, email, website, etc.), phone and in person events, conferences, focus groups, and an open door practice. Additionally, the LEA proactively involves families in the IEP process to ensure the whole child is served through the identification of present levels, goals and needs of each child. Inclusion of student voice and parental/guardian input is a strength as measured by parental and student feedback, the growth of retention of students with special needs and the ability to provide individualized instruction and other supports for these families. Further strengths include identifying students and families experiencing challenges (i.e., homelessness, pregnancy, foster care, trauma, and other personal and environmental factors) and providing support including counseling, community resources, personalized education plans, and family and community events that offer activities and support for the whole family. A focus area for improvement is elevating existing parent engagement to the level of ongoing partnership for their student’s success.|Counselors, student support specialists, and social workers partner with teachers to identify student needs and provide resources for students and their families. Counselors, student support specialists, and social workers meet individually with families to provide resources and offer support. In addition, once per semester, teachers provide academic conferences led by the student to inform their parents and/or guardians. The LEA also provides orientations for both the students and the families as they enroll at SAVA. Other strengths include expanding connections with local organizations and forming partnerships with industry businesses to develop a school to career/college pathway for student success beyond high school. A focus area for improvement is to equip teachers to identify students in need and proactively meet with families (extending beyond the positive student-teacher relationships already established) to better equip them to support student learning and successful outcomes, identify family-specific needs, and connect families with resources to improve the learning environment beyond the classroom.|5|4|5|4|4|4|4|3|3|3|4|3|2021-06-25||2021 34673146112254|Elk Grove Charter|3|The small nature of the school allows for greater connection between the parents/guardians, students, and the staff at EGCS. Class sizes are often less than 20 students and ISP caseloads are approximately 25 students on average per ISP teacher. The small size allows for strong communication and between the school and families and allows for teachers to become the conduit for family input on school wide decisions. EGCS also conducts parent/student orientation upon enrollment and holds quarterly Advisory Council meetings. Parents/guardians, staff, and students are encouraged to participate in the council meetings to provide their input and expertise. In addition, the principal holds monthly Student Principal Advisory Committee meetings. During these meetings, students are able to express their wants and needs for the school. Even though EGCS provides the opportunities for families and students to provide input, there is low participation in Advisory Council meetings and the Student Principal’s Advisory Committee is in its infancy and has mostly underclass students who participate. Likewise, no staff take part in these opportunities. As an area of grown, EGCS needs to better communicated the purpose and power that is inherit to these stakeholder meetings and work with teacher/staff so they better understand the need and thus become advocates for the process with their students and families.|As part of EGUSD, all teachers, staff and administrators have access to professional development and support at the district level. In addition, EGCS belongs to several charter/IS specific organizations that provide support and training. EGCS works with individual teachers, departments, and the staff in its entirety to determine areas of needed growth and develops plans to address those areas. EGCS also has a strong student intervention model to support student who need to make up credits or who are struggling to be successful. All students and families receive a transcript analysis and course plan each semester. Parents receive information on how to accelerate their student’s learning trajectory through both the school’s ISP model and assistance on strong study habits. In addition, all students receive a handbook and explicit instruction from the school’s ISP/advocacy teachers on the credit accrual process at EGCS due to it’s non-classroom-hybrid based model. Families understand that the school is a “product-based” environment where students must complete all assigned work and pass, at a minimum, 1 written assessment per credit. As well, EGCS has a strong success plan program with policies and practices designed to assist students in making progress and not punish them for mistakes. Teachers receive training on the Success Plan process and receive assistance from administration on how to trigger, develop, and implement the program. A focus area for improvement is in addressing student study habits and parents support through the success plan process. EGCS teachers need more training on intervention and how to address deficiencies. Likewise, EGCS needs stronger assessment measures that can be easily and understandably communicated to families and students.|EGCS believes that all students will benefit from programs and services designed to inform and involve family and community partners. As a niche program with a variety of student and family profiles, EGCS works hard to best understand the needs of each student/family and build programs that meets those needs. Primarily, EGCS meets the needs of students and families through its flexible schedule options and small school environment that allows teachers, administrator, and staff to better know and understand the needs of the student. Developing multiple opportunities for parents, families and students to engage in 2-way communication is an area of need for the school. As an EGUSD charter school, our community receive communication from both the district and the school. Often this can become overwhelming and families tune out to all communication media. In the future, EGCS will need to work on more targeted communication and greater integration with EGUSD to ensure that EGCS specific programs and needs are communicated appropriately. In addition, EGCS needs to work with teachers on professional development on how to use 3rd party software that provides translation services, and on programs specific to foster youth and special education. EGCS’s inclusion and connection with EGUSD departments has greatly improved over the years, but still has room to improve.|3|3|3|4|3|3|3|3|3|4|4|3|2021-06-25||2021 34673220000000|Elverta Joint Elementary|3|Elverta Elementary School District seeks input for decision making through parent advisory groups, the English Learner Advisory Committee, and parental surveys. The district will focus on improvement by soliciting subject-area input from parents during the schoolwide subject area events. This input will inform the district of parent needs and areas of further understanding.|Elverta Elementary School has prioritized partnering with families to support student achievement through a variety of means. Each Monday that school is in session is an early release day. Teachers and staff are encouraged to meet with families during this time, although not restricted to this time. Additionally, a variety of meetings provide opportunities to enhance parental and family interaction with curriculum. The district sponsors a Family Science Night which has proven to be a popular and well-attended event. Families also attend many of the events that take place during Read Across America week, which are both school-wide and classroom based. The district is seeking to improve in this area through the implementation of other subject-area events using the Family Science Night format as a model for future development.|Elverta Elementary School District has been focused on building strong relationships with students, parents, community members, and other stakeholders. Attendance at school events such as Back to School Night, Open House, PCIS Carnival, and other events is often near or exceeds 100% representation of our school families. At these events we seek input through a variety of means, including parent surveys, small group discussions, and classroom-based feedback.|4|4|3|3|4|4|4|4|4|3|3|3|2021-06-15||2021 34673220127860|Alpha Charter|3|Alpha Charter seeks input for decision making through parent advisory groups, the English Learner Advisory Committee, and parental surveys. The district will focus on improvement by soliciting subject-area input from parents during the schoolwide subject area events. This input will inform the district of parent needs and areas of further understanding.|Alpha Charter has prioritized partnering with families to support student achievement through a variety of means. Each Monday that school is in session is an early release day. Teachers and staff are encouraged to meet with families during this time, although not restricted to this time. Additionally, a variety of meetings provide opportunities to enhance parental and family interaction with curriculum. Ongoing advisement opportunities are present for credit review and post-secondary strategies.|Alpha Charter has been focused on building strong relationships with students, parents, community members, and other stakeholders. Attendance at school events such as Back to School Night, Open House and other events is often near or exceeds 100% representation of our school families. At these events we seek input through a variety of means, including parent surveys, small group discussions, and classroom-based feedback.|4|4|4|4|3|3|3|3|3|3|3|3|2021-06-15||2021 34673300000000|Folsom-Cordova Unified|3|Strengths: During the pandemic, outreach to families was moved to online platforms, and families were encouraged to attend opportunities to provide feedback using several methods such as Zoom meetings, where discussion and written chats were captured, along with electronic survey tools including Google Survey and ThoughtExchange. In order to reach hard-to-reach families, direct outreach using translated email and text, as well as personal invitations, were used to encourage families to participate in ELAC, DELAC, Parent Summits, Superintendent’s Communication Committee, and School Site Council meetings. Progress: While the pandemic and social distancing guidelines did not allow for us to meet physically in groups, we saw an increase in attendance from many stakeholders. Previous barriers, such as transportation and child care were eliminated in a virtual setting. Areas of Focus: Increase opportunities for families to become engaged through targeted outreach and recruitment for participating in School Site Council, District Advisory Committee (currently called the Superintendent’s Communication Committee), ELAC, and DELAC.|Strengths: Minimum day provided for teachers to have Parent Teacher Conferences centered on student progress. Parents and staff review standards and progress or needing to be met for their child. Additionally, sub time and translation are provided to support bilingual parent conferences. Progress: Renewed focus on ELAC and SSC parent participation. Making sure parents and staff understand the role and purpose of each committee. Focus Area: Increasing opportunities for students and their families to understand their legal rights and develop advocacy strategies to support their children's success.|Strengths: As an LEA, our strengths include the establishment of on-site parent summits, school site council, ELAC, and DAC Superintendent's Communication Committee which have provided a space for parental/guardian voice. Additionally, we have facilitated data walks and have an active parent involvement program. Progress: It has been made in seeking authentic feedback from marginalized family groups. FCUSD held a series of Virtual Parent Summit and received positive feedback. There is a strong interest in continuing the Parent Summits. Focus areas: For improvement FCUSD will include empowering the voice of parents and students with adverse educational experiences. This will be done by hosting ongoing parent summits, encouraging parents/families to engage at school sites, student fishbowl, and empathy interviews.|3|2|2|2|3|3|4|2|3|3|3|3|2021-06-17||2021 34673480000000|Galt Joint Union Elementary|3|Current strengths in the area of Seeking Input for Decision Making include: • Numerous Stakeholder Feedback sessions annually provide direction and feedback for the district to incorporate into the LCAP; sessions are presented in English and Spanish • Numerous parent advisory groups include: District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Listening Circles, School Site Council (SSC), English Learner Advisory Committee (ELAC), Special Education Parent Advisory Committee (PAC). Parents actively play a role in the decision-making process at the site and district levels. The groups include information shared in English and Spanish • Principals and teachers attend the District Advisory Committee meetings with parent representatives from each site • LCAP progress updates and the examination of state and local data are included in quarterly District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings • The annual CalSCHLS survey is conducted with families to provide feedback in the following areas: Parent engagement, Communication, Facilities and School Safety • Principals actively work alongside their Parent Clubs at each site to plan, design and implement a wide variety of family engagement activities Indicators on the CalSCHLS survey identified the following areas of strength: • School encourages me to be an active partner with the school in educating my child 85% • School actively seeks the input of parents before making important decisions 72% The focus area for the District to improve is to continue encouraging school district administration to engage more families to provide input on policies and site decision-making processes. Increasing the number of families that participate in the English Learner Advisory Committees at schools will provide parents a greater voice. Increasing the informal parent- principal meetings or special school-wide events will also keep parents better informed and more able to participate in the decision-making process. Articulation of Academic Parent Teacher Teams (APTT) strategies beyond PreKindergarten can strengthen this focus area.|Current strengths district-wide in the area of Building Partnerships for Student Outcomes include: • Strengths-Based virtual Parenting classes • Parent Portal for parents to have daily access to student progress • Technology trainings and live tech support for students and parents • Online learning resources for learning at home and school • Parent Advisory Committees at the site and district levels (ELAC/DELAC, DAC, Migrant PAC, Special Education PAC, Preschool Advisory) • The examination of state and local data are presented at the site and district stakeholder meetings. • Bilingual Community Outreach Assistant on staff to strengthen services for our migrant families Indicators on the CalSCHLS survey identified the following areas of strength: • School encourages me to be an active partner with the school in educating my child 85% • Parents feel welcome to participate at this school 76% • School staff take parent concerns seriously 82% • Letting you know how your child is doing in school between report cards 83% • School keeps me well-informed about school activities 90% The focus area for the District to improve is to continue developing staff capacity by providing additional professional learning to teachers and principals to improve their schools’ capacity to partner with families. The role of the bilingual community outreach assistants and social workers is being expanded to provide support to families afterschool, into the evenings and through home visits.|Current strengths district- wide in the area of Building Relationships Between School Staff and Families include: • Every school has a Social Worker or Counselor that perform daily outreach to students and families. • All school staff have participated in trainings such as Positive School Climate, Restorative Practices and Trauma Informed Practices. • Bilingual Community Outreach Assistants have coordinated monthly parent meetings, provided technology support and training and supported communication at all schools • Every school site includes bilingual office staff to welcome families upon arrival to the office. • Grades PreK-8 meet with parents for individual conferences one or more times per year. • All communications are sent home in both English and Spanish. Interpreters are provided at all parent meetings. • The District website is available in multiple languages. • The district supports the funding of a full time School Resource Officer dedicated to its schools. The resource officer promotes safe positive safe school environment; meeting with parents and students. • Bilingual Community Outreach Assistants are available at each school to support great family engagement and increase two-way communication between teachers and parents • Family engagement activities are implemented at all sites: School Picnics, Literacy Nights, Science Nights, Math Nights, Back-to School Nights, Open House, Fall Festivals, Movie Nights, Color Runs, etc. Indicators on the CalSCHLS survey identified the following areas of strength: • School staff treat parents with respect 91% • Parents feel welcome to participate at this school 76% • School promptly responds to my phone calls, messages, or e-mails 92% • Teachers communicate with parents about what students are expected to learn in class 81% The focus area for the District to improve is to continue developing staff capacity to learn about each family’s strengths, cultures, languages and goals for their children. Strengths-based practices, goal setting with students and families, and building a positive school climate will continue to be strengthened at each school site.|4|5|3|5|4|4|5|5|5|5|5|5|2021-06-21||2021 34673550000000|Galt Joint Union High|3|Over the past several years, District and Site Administration have worked hard to get input from our families in the decision-making processes of the District. We have very strong advisory committees for our Agriculture and BEST Career Technical Education pathways. The English Learner Advisory Committees (ELAC) at the sites and the District English Learner Advisory committee (DELAC) , as well as the School Site Councils (SSC) and the District Advisory Committee, contribute greatly to the development of the School Plans for Student Achievement (SPSA) and the Local Control and Accountability Plan and the goals and actions therein. Annually, the District conducts family surveys using the Panorama Survey platform to provide another avenue through which families can inform the decisions made by the District. During the past year, with the move to Board meetings being conducted virtually, there has been an increased parent voice heard at the Board meetings, which has also contributed to decisions that the District has made. This year, the District will focus on increasing participation in the various committees mentioned above to ensure that the voices of all stakeholder groups are being heard before decisions are made. Another job of the Parent Engagement and Communications Specialist will be to reach out to families of unduplicated students to find some volunteers who would participate in these committees to represent their child and their communities.|Teachers use a variety of modes of communication to keep parents apprised of their child’s progress in class, including ParentSquare, PowerSchool, Canvas, email, and phone calls. In addition, parents or teachers can request that a parent-teacher conference before or after school. The District also has a strong counseling and support staff that frequently reaches out to families about student progress and ways to support the student in the home, including specific staff to support foster youth, homeless youth, students with disabilities, English learners, and migrant students. Finally, the Multi-Tiered Systems of Support Team at each site meets weekly to review the needs of at-risk students. This team is responsible for reaching out to the families of these students to discuss the student’s progress and possible supports that are available to the student. This year, the District will focus on further increasing the supports for families to better support their child in their learning at home and manage inappropriate behaviors. The District will be hiring an additional counselor to lower counseling case loads in an effort to increase the time that counselors can spend interacting with each student and their families. The Counseling Department is also in the process of developing a comprehensive counseling plan and curriculum which includes specific strategies to provide important information to families about academic success, college admissions and financial aid, and preparing for the workforce. Also, the District will be hiring and English Language Development Site Coordinator at both Galt and Liberty Ranch High Schools to provide direct support for English learners and their families. The District will also be starting the Parent Project program at our schools to provide families with strategies and resources to help their child make better decisions and avoid destructive and inappropriate behaviors.|This past year, the District purchased ParentSquare and has worked diligently to get parents, students, and staff to use this platform as the primary means to send and receive communications between school staff and families. Both families and staff have embraced this platform and use it frequently to exchange important information. It has proved an invaluable resource with the need to update families quickly about sudden changes in plans due to the COVID-19 pandemic. This year, the District will focus on creating a more welcoming environment for our families. The District will create a new position titled Parent Engagement and Communications Specialist whose primary responsibility will be to improve Parent and Family Engagement, as well as improve communication with our Spanish-speaking families. This position will support District and Site staff in their efforts to make families feel welcome on the campuses and to develop more opportunities for families to become involved with the school and their child’s education. In addition, the District will increase efforts to hire more staff who are bilingual and/or are familiar with the diverse cultures that make up the Galt community to better support the students and families of the District.|4|3|2|4|2|2|3|3|3|2|3|3|2021-06-10||2021 34674130000000|River Delta Joint Unified|3|RDUSD continued to partner with Panorama Education because they were fully invested in understanding RDUSD needs and goals and were dedicated to designing a survey that would best meet the needs of our stakeholders. The key findings from the parent surveys related to seeking input for school and district decision making and increasing parent participation were: (1) combine the feedback gathering sessions for both school-related and district-related plans at a common meeting as opposed to holding multiple different meetings (2) involve parents in collaborative work study groups when seeking input and making decisions about improvement efforts, and (3) make a concerted effort to communicate the parents' hopes, dreams and aspirations for their children to all of our teachers and school support staff.|RDUSD continued to partner with Panorama Education because they were fully invested in understanding RDUSD needs and goals and were dedicated to designing a survey that would best meet the needs of our stakeholders. The key findings from the parent surveys related to seeking input for school and district decision making and increasing parent participation were: (1) combine the feedback gathering sessions for both school-related and district-related plans at a common meeting as opposed to holding multiple different meetings (2) involve parents in collaborative work study groups when seeking input and making decisions about improvement efforts, and (3) make a concerted effort to communicate the parents' hopes, dreams and aspirations for their children to all of our teachers and school support staff.|RDUSD was able to successfully engage and support underrepresented families in the 2020-2021 school year. Families of students were provided many opportunities to be involved in their child’s education including; School Readiness Home Visits, Family Storytime, Family Playgroups, the utilization of the First 5 Family Resource Center, Family Math Nights, Family Literacy Nights, Migrant Education Parent Advisory Council Parent Conference, Family Education Nights, Family Arena Nights, Senior Parent Nights and Financial Aid Information & Assistance Nights. Virtual engagement events held across the district made it possible for some of our most underrepresented families to participate. RDUSD opened parking lot access points across the district and communities served to ensure that any family interested in participated had access. The RDUSD website was an integral component of communication for the 2020-2021 school year, especially after school closure and the transition to remote learning. All District communication was provided on the website in both English and Spanish. Additionally, student, parent and teacher tutorials were added to support remote learning efforts. RDUSD continued to expand the use of School Messenger to keep families informed. All district and site updates were sent via school messenger and were provided in both English and Spanish. RDUSD also distributed district and site level newsletters, grading reports and pertinent information regarding district and state assessments in both English and Spanish to support families. During the 2020-2021 school year, the RDUSD TOSA provided in-services for parents during on-site parent engagement nights. He attended virtual back to school nights and supported families with how to access their students' grades, use the online resources associated the adopted textbooks to help their students with homework, and assist them with navigating the newly designed, Section 508 compliant district website. The TOSA provided parent support in the form of live web-based trainings and training modules. Additionally, the TOSA provided direct contact virtual support for families needing support with virtual connection. An area of challenge was the finalization of the implementation plan for RDUSD Master Plan for EL Success and the process of beginning to complete the action steps within the plan. The RDUSD Master Plan was approved in August of 2019. The implementation was planned for the Spring of 2020. As a result of many factors; including the onset of supporting students and staff with the COVID-19 pandemic, school closure and virtual learning, the continued efforts of the implementation plan were put on pause and did not resume in the 2020-2021 school year. RDUSD has made plans to support the role out of the RDUSD Master Plan for EL Success in the 2021-2022 school year.|5|4|5|4|4|4|4|4|4|4|4|4|2021-11-09||2021 34674210132019|Paseo Grande Charter|3|Paseo communicates with students and parents on students’ progress. In parent meetings such as IEP’s, 504, SST, or parent teacher conferences. Parents and students have the opportunity to provide input and share strategies that work for their students. Paseo obtains input through survey that are sent out periodically throughout the school year. An area for improvement is parent involvement in the school community such as workshops, and parent advisory meetings. Increasing participations through communication and continually promoting events to inform them of community resources available One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 87% responded that they agreed and strongly agreed. The most recent survey showed that 83% of the respondents felt that it was easy to contact their teacher. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. The pandemic was an obstacle early on last year, and our Parent Advisory Committee meetings decrease in attendance. We actively try to engage parents and make it point to have our materials in English and Spanish, when possible.|Paseo staff establishes relationships with students and makes connections to build rapport with students. Teachers stay connected with students to ensure they have the support they need to be successful. Staff continue to identify various ways to communicate with stakeholders, stay connected through various platforms. Areas for improvement is re-engaging students their academics. Many students who are very deficient in their credits are less engaged and teachers continue to find ways to motivate students to continue to with their academic goals. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “Teachers are very supportive and are always there to help.” The school meets with parents/guardians at the beginning of the year to plan out their students courses for the year. Regular check-in occurs monthly. The school informs parents of their rights during IEP meetings. There is always room to improve when striving to engage underrepresented families. It would be helpful at orientation to further educate families on how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercise their legal rights.|Paseo staff establishes relationships with students and makes connections to build rapport with students. Teachers stay connected with students to ensure they have the support they need to be successful. Staff continue to identify various ways to communicate with stakeholders, stay connected through various platforms. Areas for improvement is re-engaging students their academics. Many students who are very deficient in their credits are less engaged and teachers continue to find ways to motivate students to continue to with their academic goals. Parent outreach has greatly improved at the school and participation numbers increased this year. Additionally, there were 26 parents attending orientation, conferences and awards last year. Parents report the following, “Teacher updates me about my student regularly,” and “Everyone was super helpful.” Parents shared that our school has built trust with students and parents. One parent shared, “I appreciate my teacher and that I have never had a teacher care this much,” and another shared, “My teacher has been great and helpful.”|5|4|4|4|4|4|4|4|5|4|4|5|2021-06-09||2021 34674210137950|Marconi Learning Academy|3|Marconi communicates with students and parents on students’ progress. In parent meetings such as IEP’s, 504, SST, or parent teacher conferences. Parents and students have the opportunity to provide input and share strategies that work for their students. Marconi obtains input through survey that are sent out periodically throughout the school year. An area for improvement is parent involvement in the school community such as school events, workshops, and parent advisory meetings. Increasing participations through communication and continually promoting events to inform them of events happening at the school. One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 87% responded that they agreed and strongly agreed. The most recent survey showed that 83% of the respondents felt that it was easy to contact their teacher. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. The pandemic was an obstacle early on last year, and our Parent Advisory Committee meetings decrease in attendance. We actively try to engage parents and make it point to have our materials in English and Spanish, when possible. The school will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|Marconi staff communicates with students and parents often to provide updates on students’ academic progress. Teachers send post cards, letters, All Calls, and other forms of communication to inform parents and students. An area for improvements is parent involvement in the school community. Parents may not be actively engaged in their students’ education, which is a challenge in supporting students in making academic progress. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “Teacher update students’ progress through text, email, Parent Square, PLP’s.” The school meets with parents/guardians at the beginning of the year to plan out their students courses for the year. Regular check-in occurs monthly. The school informs parents of their rights during IEP meetings. There is always room to improve when striving to engage underrepresented families. It would be helpful at orientation to further educate families on how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercise their legal rights.|Narrative Response: Marconi staff establishes relationships with students and makes connections to build rapport with students. Teachers stay connected with students to ensure they have the support they need to be successful. Staff continue to identify various ways to communicate with stakeholders, stay connected through various platforms. Areas for improvement is re-engaging students their academics. Many students who are very deficient in their credits are less engaged and teachers continue to find ways to motivate students to continue to with their academic goals. Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 31 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 474 parents attending orientation, conferences and awards last year. Parents report the following, “Staff are dedicated to their students,” and “Teachers take time to learn about their students.” Parents shared that our school has built trust with students and parents. One parent shared, “They were so kind when I had questions and were able to respond to my emails quickly,” and another shared, “Teacher always texts and updates me on my daughter. It helps so I can make sure she is doing her work. I know when she’s not doing work.”|4|5|4|4|4|4|4|3|5|4|4|4|2021-06-09||2021 34674390000000|Sacramento City Unified|3|SCUSD highly values stakeholder input when making program decisions and considers the voice of parents/guardians to be critical within this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities parents/guardians have to providing input toward decision-making. All school sites operate formal School Site Councils (SSCs) and, where required, English Learner Advisory Committees (ELACs). The district maintains active groups including the LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and Community Advisory Committee (CAC) that acts in an advisory capacity to the Special Education Local Plan Area (SELPA)). Task Forces have been commissioned specific to identified issues or student groups. In 2017-18, the Graduation Task Force was created to study the impacts of low graduation rates on the Sacramento community and develop recommendations for improvement. In 2018-19, The African American Achievement Task Force (AAATF) was commissioned to create recommendations to significantly improve the student achievement and social emotional outcomes for African American students in SCUSD K-12. This taskforce is now a districtwide African American Advisory Board (AAAB). During the at-distance 2020-21 school year, community forums and town hall events were convened online by both the district and individual SCUSD board members to gather community input. The virtual platform provided new and accessible opportunities for parents/guardians to participate in decision-making. It also allowed for extended virtual engagement opportunities in the future by establishing new blueprints for successful input opportunities. Though many opportunities exist for building capacity and directly engaging in decision-making, there is always room for improvement. Moving into the re-opening of school sites, focal areas for improvement include: providing additional parent trainings specific to the work of SCUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input. In both of these areas an additional emphasis must be placed on outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting CBOs that currently work with and have connections to underrepresented student groups will increase the district’s ability to engage these families in the decision-making process. Focusing trainings to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.|SCUSD’s Family and Community Empowerment team works in partnership with various departments to provide parents/guardians an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of the PTHV program and the APTTs, there are several areas the district would like to highlight as strengths. The Parent Leadership Pathway Program is a site-based series of workshops. Throughout the school year, parents/guardians can progress over multiple Tiers of the program. Key topics in the series include the core aspects of the educational system and factors that lead towards developing the skills to become leaders within their peer group. In the latter part of the series, parents/guardians acquire facilitation, communication, asset mapping, and data analysis skills linked to student achievement efforts. Another strength of the district is the range of events/opportunities to educate and connect parents/guardians to community and post K-12 resources. The College Pathway workshops offer education on the college landscape and the eligibility/application process. The Parent Information Exchange brings together monthly parents, SCUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families. SCUSD has also supported the development of Parent Resource Centers at school sites. These centers provide a space in which parents/guardians can come together in partnership with each other and staff as well as access resources. Responding to the need to pivot parent/community workshops to a virtual platform during the pandemic, FACE facilitated connections to district and community services and the development of an online Parent Toolkit and resources in multiple languages. These are available at: https://learn.scusd.edu/parent-toolkit. FACE also provides trainings for the Mexican Consulate and collaborates with community-based partners to design virtual trainings for their communities. While past and current efforts have yielded success, significant room for improvement remains. To increase and improve communication about the available partnership, engagement, and support opportunities, FACE focused department efforts to ensure that messaging from the district and school site levels was accessible to all. This includes collaboration to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals. Needs are assessed through surveys and direct engagement. Sites are also provided individual support by FACE staff to incorporate parent engagement opportunities/activities in their policies and school plans. FACE supports district departments and committees through outreach, workshops and training.|SCUSD strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. A number of ongoing district efforts reflect strengths in this area. The district’s Parent Teacher Home Visits (PTHV) is a model program that, beginning in 1998 as a pilot project, catalyzed the growth of a national network. There are now approximately 40 schools participating in PTHV. This research-based practice aligns to other SCUSD efforts to address chronic absenteeism, improve academic performance, and shift mindsets of both staff and families. Visits are voluntary on the part of staff and families and staff are provided training and compensated for their time. More information about the program can be found at pthvp.org. During the time of school closures and throughout distance learning, relationship-building efforts were sustained through the practice of virtual, ‘Bridge Visits.’ While the above strengths are important to note, the district is aware that significant improvement is needed in this area. A focal area for improvement is the systematizing and scaling of efforts that are currently operating in isolation or in the early stages. At the school site level, administrators, staff, and parents need to be collectively supported in identifying key needs in the area of relationship building and translating these needs into actionable goals. These goals in turn need to be aligned to specific, district-supported strategies that will be effective in improving the quality of the overall relationship building on a district-wide scale. Opportunities to address this focus include multiple school site leadership structures such as School Site Councils, Parent Teacher Associations, and English Learner Advisory Committees. To increase the effectivity of any efforts in this area, SCUSD staff can benefit from additional parent engagement training. Such training should be aligned to both the State and National Parent Empowerment Dual Capacity Framework. An ongoing challenge in this area is the limited time in which professional development can be provided and the multiple forms of professional development of high priority. To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. These needs might include translation, location/format of after school events, and efforts of staff that span multiple school sites. Individual school sites must balance the dual demands of districtwide initiatives with the specific needs assessed/identified in their local context.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-24||2021 34674390101048|St. HOPE Public School 7|3|PS7 has an active School Site Council (SSC) that meets regularly and participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving student and school success. The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups.|PS7 focuses on partnering with families to support positive scholar outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. Part of this is giving parents the tools to support their scholar’s learning and development at home. 87% of parents surveyed in 2020-21 felt that they were part of a team dedicated to their child’s success. In addition, 80% felt that the school communicates results and how they, the parent, can help their child improve. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.|PS7 has established many activities that encourage families to come on campus and really be a part of the PS7 family. These include a Summer Orientation for all families, a Back to School Night, Fall and Spring Parent/Student/Teacher Conferences, events such as Literacy Night, award ceremonies, and promotion ceremonies. These events are well attended and, as reported in the parent survey in 2020-21, 85% of families indicated that the school found innovative ways to continue to host events throughout the changing circumstances of COVID19. In addition, the school communicates with parents regularly and through a variety of methods: email/text blasts, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, parent-teacher conferences, and an online system that allows parents/families to get in the moment feedback during the school day. 90% of families indicated that the regular communication provided by schools helps them stay informed of their scholar's grades and big events.|5|5|4|4|5|5|5|4|4|4|5|5|2021-06-29||2021 34674390101881|New Technology High|3|The school actively partners with the PTSA and also has an ELAC and School Site Council. All of these committees give parents and teachers the opportunity to engage and assist with decision making.|New Technology High School has a high percentage of families that only speak and understand Spanish. We currently have one staff member who can translate and we have zero hispanic teachers. If given the opportunity to hire more staff we would be intentional about recruiting staff members who visibly portrayed our highest population and also be able to effectively communicate with those family members.|New Technology High School pride's itself on the ability to partner with all of our stakeholders, especially our families. Families are given monthly opportunities to meet with and talk to the school Principal. The school has a well developed and supportive PTSA. The school communicates to parents on a weekly bases through weekly phone and email announcements and also through a monthly school newsletter. Parents are invited to attend and participate in student meetings such as SST's 504's and IEPs. Home visits are conducted as needed. The principal has a professional instagram account that is used to stay connected to the school community and its a place where students, parents and community members can communicated directly with the principal at any time. Teachers are also encouraged to make weekly phone calls to parents as a check in mechanism.|5|5|4|5|5|4|4|5|4|4|4|4|2021-09-29||2021 34674390101899|George Washington Carver School of Arts and Science|3|Through The Parent Guild and various committees, parents are informed of policies and programs. Parents provide input, volunteer their time and resources in researching, exploring strategies for implementation of projects and policies.|During COVID -19, students that are in quarantine receive assignments and communication through Google Classroom and emails. Staff offer Zoom and in-person meetings for IEPs, 504s, SST, PTC and community meetings. The school newsletter and parent meetings provide information and opportunities to answer parent questions. We are currently in the process of updating our school website to assist with building more partnerships.|The principal, one -two teacher representatives and one -two students meet with the Parent Guild the first Wednesday of every month. All stakeholders work together to send out a weekly newsletter and plan community events. The school offers translation services through the district.|4|5|3|3|4|4|5|5|5|5|5|5|2021-06-03||2021 34674390101907|The MET|3|The Met highly values stakeholder input when making program decisions and considers the voice of parents/guardians to be critical within this process. A strength of the Met is the ongoing effort to broaden and deepen the range of opportunities parents/guardians have to providing input toward decision making. We have regular School Site Meetings and School Advisory Meetings to gain the input from our stakeholders. The Met also sends out regular updates via our Data Management System - Schoology to engage stakeholders to participate in school decision making meetings. Though many opportunities exist for building capacity and directly engaging in decision-making, there is always room for improvement. A stronger emphasis and outreach needs to be established to reach our underrepresented student groups. The Met has attempted to host various family cultural events to engage our underrepresented families, but due to COVID this was not able to take place last year. We are working and planning to provide these school events this year to re-engage our underrepresented community.|The Met strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. We currently participate in the SCUSD's Parent Teacher Home Visits program. This program helps us to engage with families regarding absenteeism, improve academic performance and helps shift the mindset of both staff and families. The Met also engages in family meetings quarterly. These meetings consist of the advisor, student, parent/guardian and are designed to provide a structure where the student and family feel directly connected to the school. The advisor takes on the role as the advocate for both the student and family. The Met would like to improve communication with parents and students, including those who speak languages other than English. We are working to establish a ELAC group and also focusing on increasing the number of non-English speaking parents on our School Advisory Board.|The Met works with SCUSD's Family and Community Empowerment teams who are in partnership with various departments to provide parents/guardians an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of SEL, Bully Prevention and Positive Attendance to ensure a holistic perspective in addressing student outcomes. SCUSD does an excellent job at providing these opportunities. The Met community can do better at participating in district level programs/workshops.|3|3|3|3|3|3|3|3|3|3|3|3|2021-09-23||2021 34674390102038|Sacramento Charter High|3|Sac High has an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success. The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups.|Sac High focuses on partnering with families to support positive scholar outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home. 66% of parents surveyed in 2020-21 felt that they were part of a team dedicated to their child’s success. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.|Sac High has established many activities that encourage families to come on campus and really be a part of the Sac High family. These include orientations for new families, a Back to School Night, college going activities (i.e., AP Night), and parent conferences throughout the school year. These events are well attended and, as reported in the parent survey in 2020-21, 84% of families felt that Sac High found innovative ways to continue to host events throughout the changing circumstances of COVID19. In addition, the school communicates with parents regularly and through a variety of methods: email/text blasts, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences as necessary. 88% of families that completed the survey indicated that the regular communication helps them stay informed of their scholar’s grades and big events. The school is reviewing ways to encourage families to participate in the school’s parent survey to gain valuable parent feedback on the school, it’s programs, communication and services for scholars. About 13% of families responded to the 2020-21 survey. The survey was not completed in 2019-20 due to COVID19 school closure and less than 5% of families responded in 2018-19.|5|5|4|4|5|5|4|4|4|4|5|5|2021-06-29||2021 34674390102343|Aspire Capitol Heights Academy|3|Need to improve and seek input from all stakeholders as related to the school decision-making process.|Need to improve and make progress in providing families with information and resources to support student learning and development in the home.|Improve communication with families and educators using language that is understandable and accessible to families.|3|4|3|3|3|3|4|3|3|3|3|3|2021-06-17||2021 34674390106898|The Language Academy of Sacramento|3|PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (April, 2021): 71% of families completed the annual school survey. Survey Data 2 (April, 2021): 96% of families stated that they would recommend the school to others. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: 2014-2015: 8/2015: 69% 10/2015: 47% 2015-2016: Improved 5/2016: 70% 6/2016=*74% (*Highest record) 2016-2017: 6/2017 = 62% 2017-2018: 5/2018 = 57%, 2020-21: 10.2020 = *29% (Lowest Record due to COVID-19 Closure)|PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (April, 2021): 71% of families completed the annual school survey. Survey Data 2 (April, 2021): 96% of families stated that they would recommend the school to others. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: 2014-2015: 8/2015: 69% 10/2015: 47% 2015-2016: Improved 5/2016: 70% 6/2016=*74% (*Highest record) 2016-2017: 6/2017 = 62% 2017-2018: 5/2018 = 57%, 2020-21: 10.2020 = *29% (Lowest Record due to COVID-19 Closure)|PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (April, 2021): 71% of families completed the annual school survey. Survey Data 2 (April, 2021): 96% of families stated that they would recommend the school to others. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: 2014-2015: 8/2015: 69% 10/2015: 47% 2015-2016: Improved 5/2016: 70% 6/2016=*74% (*Highest record) 2016-2017: 6/2017 = 62% 2017-2018: 5/2018 = 57%, 2020-21: 10.2020 = *29% (Lowest Record due to COVID-19 Closure)|5|5|4|5|4|5|4|4|5|5|5|5|2021-06-25||2021 34674390111757|California Montessori Project - Capitol Campus|3|The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization. There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose. The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet. CMP administration will continue to discuss how engagement can be improved which could include targeted outreach and community events. CMP continuously seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are held at each school, where stakeholder groups are encouraged to provide input as a guide to develop goals that apply to the CMP network as well as the individual school sites. Based on this input, the school budget is developed.|CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications. CMP seeks to engage underrepresented families by first being present and visible in the community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, breakfast, etc.|The CMP community encourages direct communication through regular parent-student-teacher conferences. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders. Through stakeholder feedback, the importance of focusing on setting up culturally responsive classrooms and providing professional development in diversity, implicit bias, equity and inclusion became clear.|4|5|4|5|5|5|5|5|4|5|5|4|2021-06-14||2021 34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|3|The findings from the end-of-the-year-school parent climate survey results gathered in June 2020-21 indicated that 75% of the parents strongly agree and agree that the staff members at the school consult with them before making important decisions. Ninety-six percent of the parents surveyed strongly agree and agree that their child's teacher gives useful information to help them achieve academic growth. While 95% strongly agree and agree they have a good working relationship with their child's teacher. Ultimately, these are the effects of the school meeting the needs of parents and students indicated in Priorities 3 and 4 of the LCAP.|There is a need to provide additional professional learning and support to teachers and principals to improve YPSA’s capacity to partner with families. At this time, the home visit program is available, however not all teachers are implementing all of the components. According to our June 2020-21 climate survey, 77% strongly agree/ agree that the school provides important opportunities for professional improvement and are involved in the process. Furthermore, during our SST/IEP/504 processes, our nurse and SPED services provide families with information and resources to support student learning and development in the home. This team follows a specific process and procedure that works closely with the parent and team to improve the outcome of student performance. Some outcomes include specified/modified academic work, health support, and behavior modifications. Parent/ teacher/ administrator meetings are encouraged, and time is appropriately allocated. Many families needing additional resources are referred to outside services. Our climate survey indicates, 90% strongly agree/ agree that the school updates them with changes to teaching, curriculum, and policies that will help their children succeed.|The end-of-the-year school climate survey indicated that 95% of the parents surveyed agree and strongly agree that they had a good working relationship with their child’s teacher. 90% of families surveyed indicated that when they walked into the school, they felt welcomed. 92% percent of the parents stated that they were well-informed of how their child is doing in school. And 87% of the parents surveyed indicated that they felt their cultural heritage was respected at the school. In addition, 76% felt that there was a clear process to address their concerns. Finally, 53.8% of the families indicated that if they needed a translator, it would be easy for them to get it. However, 41% indicated that translation is not needed or applicable. This data supports items 1-4 above. One of the current strengths of the school is its implementation and practice of the Lifelong Guidelines and LIFESKILLS that align directly with the vision. Teachers are currently using target talk and focusing on strengthening seven of the 19 LIFESKILLS by intentionally teaching, practicing, and reflecting on each of the seven LIFESKILLS. Furthermore, in Townhall Meetings, the LIFESKILLS are used to create common ground, build a sense of belonging, and to empower students to come up with actionable ideas that can be implemented for change and growth. The LIFESKILLS are an integral part of the school because it is used in every lesson and activity throughout the day. This is an area that will improve the communication, relationship, and engagement of all families, including underrepresented families. The Lifelong Guidelines and LIFESKILLS will continue to be implemented to support the ongoing improvement to build relationships and good citizenship.|3|3|3|4|2|3|4|4|3|3|2|2|2021-11-08||2021 34674390135343|Growth Public|3|In the annual parent and family survey, over 90% of parents/ families responded agree or strongly agree that the school seeks feedback from them, and over 80% responded agree or strongly agree that they are satisfied with their level of influence on school decisions. One focus area is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. We will address this area with the addition of an assistant principal, who will be leading parent engagement groups, including for families of EL students and other underrepresented groups in the school, and providing opportunities for participants in these groups to share more regular feedback and input on school policies, programs, and improvement efforts.|In the annual parent and family survey, over 90% of parents/ families responded agree or strongly agree that they know how their child is doing academically in school, and their child’s teacher communicates with them about his/her academic and social-emotional progress. Other parent and family feedback indicates that there is a good amount of communication between the school and families. One focus area is increasing and improving school to home communication (social media, text messages, flyers) so that all families are properly informed. We will address this area with the addition of an assistant principal, who will be focused on strengthening community engagement with more greater communication methods between home and school, as well as staff development opportunities for increasing communication in the classroom.|Parent and family feedback indicates that there is an overall community atmosphere and environment at the school, and there is a good amount of family & community involvement and participation, as well as communication between the school and families. One focus area is increasing the overall engagement of families of students who are English language learners. We will address this area with the addition of an assistant principal, who will be leading parent engagement groups, including for families of EL students. Additionally, the assistant principal will be focused on strengthening community engagement with more community events and communication methods between home and school.|3|3|3|3|3|3|3|3|3|3|2|2|2021-06-29||2021 34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|3|A strength in this area is providing families with opportunities to engage in and provide input on policies and programs through School Site Council, feedback surveys, personalized/small group program orientations, and inclusive IEP meetings. A focus area is to increase the level of engagement of families in the planning, design, and implementation of school level programs and practices.|Strengths and progress in the area of engagement include the strategic use of a variety of communication tools to reach all families and provide a means for all families to connect with and build meaningful and positive relationships with the LEA. These communications include traditional mail, surveys, digital communication (text, email, website, etc.), phone and in person events, conferences, focus groups, and an open door practice. Additionally, the LEA proactively involves families in the IEP process to ensure the whole child is served through the identification of present levels, goals and needs of each child. Inclusion of student voice and parental/guardian input is a strength as measured by parental and student feedback, the growth of retention of students with special needs and the ability to provide individualized instruction and other supports for these families. Further strengths include identifying students and families experiencing challenges (i.e., homelessness, pregnancy, foster care, trauma, and other personal and environmental factors) and providing support including counseling, community resources, personalized education plans, and family and community events that offer activities and support for the whole family. A focus area for improvement is elevating existing parent engagement to the level of ongoing partnership for their student’s success.|Counselors, student support specialists, and social workers partner with teachers to identify student needs and provide resources for students and their families. Counselors, student support specialists, and social workers meet individually with families to provide resources and offer support. In addition, once per semester, teachers provide academic conferences led by the student to inform their parents and/or guardians. The LEA also provides orientations for both the students and the families as they enroll at SAVA. Other strengths include expanding connections with local organizations and forming partnerships with industry businesses to develop a school to career/college pathway for student success beyond high school. A focus area for improvement is to equip teachers to identify students in need and proactively meet with families (extending beyond the positive student-teacher relationships already established) to better equip them to support student learning and successful outcomes, identify family-specific needs, and connect families with resources to improve the learning environment beyond the classroom.|5|4|5|4|4|4|4|3|3|3|4|3|2021-06-25||2021 34674470000000|San Juan Unified|3|Strengths: The district seeks input from parents on important decisions through surveys, exchanges, and focus groups meetings. San Juan Unified School District has a strong ongoing commitment to seeking input in decision making processes through formal and informal committees. In partnership with parent advisory committee leadership, the district has worked to ensure that committee content is accessible for the diverse members of our community. Progress in Area: The district has made improvements to the surveys and the how the data is used, especially around decision making at both the site and district level. The are a variety of opportunities for parent input at the district level. That same level of opportunity is not always available at the school level. The district Family Leadership Academy is a great tool that helps parents get more involved at their school and at the district level. Information and knowledge about these programs need to be expanded throughout the district. Focus for Improvement + Improve Engagement for Underrepresented Families: San Juan Unified School District is committed to ensuring parent and community participation in advisory committees is an empowering experience. The Local Control Accountability Plan (LCAP) Parent Advisory Committee (PAC), for example, will continue to integrate several support structures to build the capacity of diverse members to effectively engage with the complex issues considered by the committee. It will deepen the use of the focus group model, wherein members collaborate with staff to inquire into priority areas over a longer period of time in order to make recommendations for improving services to students. Further, the LCAP PAC will add consensus-building protocols, a continuous improvement feedback loop, and opportunities for members to participate in listening sessions.|Strengths: Teachers and administrators are taking time to get to know their students and build relationships with them. During the pandemic, sites have found creative ways to connect and build relationships with students and families including the phone app for high schools, Zoom opportunities for meetings and school events, and the district family online hub to share resources and support. School administrators and staff are committed to increasing family engagement efforts at their sites by offering content specific workshops in science, math, language arts, and ELD to bridge a connection between what is going on in the classroom and how families can support their students at home. Progress in Area: Communication has improved, but improvement is still needed to reach all families. The Parent Leadership Academy, where families from all backgrounds are invited to participate in classes that help empower and engage parents/guardians to advocate for themselves and their students, has been an invaluable asset to the families who have participated. The district needs to continue to reach out and share the available resources with all families in the district. Focus for Improvement + Improve Engagement for Underrepresented Families: SJUSD has a network of cultural brokers to act as a bridge to underrepresented and historically marginalized populations including LBGTQ+, African American, Latinx, American Indian, Foster Youth, Exceptional Learners, and Refugees. The district will continue to expand cultural brokers so that they can act as advocates and conduits for these communities to ensure voice in district decision-making processes.|Strengths: SJUSD provides a multitude of opportunities for schools and parents to build trusting relationships to support student success. Announcements and information are provided to families in multiple languages. The district’s parent portal is a great way for parents to be able to check their student’s progress daily. The district’s FACE (Family Education and Engagement) department offers programs that support students and families. Family engagement classes and workshops are offered for families to participate in building their skills and knowledge about the school system and how to partner with schools. Topics include, but are not limited to, college/career readiness, two-way communication between home and school, and understanding the school system. Progress in Area: Need to continue to reach out and finds ways to connect with the underrepresented families. During the pandemic, Zoom has been a successful way to reach some families who in the past were unable to attend meetings due to transportation and other issues. The district also needs to continue to hire staff that represent the communities, language, and culture of the neighborhoods that the district serves. Focus for Improvement + Improve Engagement for Underrepresented Families: Our focus area in this category is to build greater interdepartmental collaboration to ensure that family engagement, with an emphasis on engaging historically underrepresented and marginalized populations, is integrated as a high leverage approach to promote continuous improvement efforts in our district and schools. The district needs to engage in conversations about engagement to better understand the root causes of the issues.|3|3|2|3|2|2|2|2|3|3|3|2|2021-06-22||2021 34674470112169|California Montessori Project-San Juan Campuses|3|The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization. There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose. The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet. CMP administration will continue to discuss how engagement can be improved which could include targeted outreach and community events. CMP continuously seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are held at each school, where stakeholder groups are encouraged to provide input as a guide to develop goals that apply to the CMP network as well as the individual school sites. Based on this input, the school budget is developed.|CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications. CMP seeks to engage underrepresented families by first being present and visible in the community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, breakfast, etc.|The CMP community encourages direct communication through regular parent-student-teacher conferences. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders. Through stakeholder feedback, the importance of focusing on setting up culturally responsive classrooms and providing professional development in diversity, implicit bias, equity and inclusion became clear.|4|5|4|5|5|5|5|5|4|5|5|4|2021-06-14||2021 34674470114983|Golden Valley River|3|GVRS has many groups of parents to engage in around governance and community goals. Parents also complete surveys and participate in Town Hall meetings serval times each school year.|GVRS has strong relationships with families, built over years of town halls, parent surveys, parent-teacher conferences, and class meetings. However, the schools can do a better of job of using that cultural connection to reach out within other communities and create a stronger sense of understanding between home and school. While we work with each student closely over many years, we have yet to expand our diversity by creating ambassadors into underrepresented families.|GVRS focuses on parent teacher conferences and regular communications, but more can be done to bring support into the home to improve learning. GVRS can focus more on using the strong connections of staff and families to help specific learning goals for each child.|4|4|4|4|4|4|4|3|3|3|4|4|2021-06-02||2021 34674470120469|Aspire Alexander Twilight College Preparatory Academy|3|Our administration, teachers, and staff can work to build positive connections between families of different cultural and racial backgrounds. This can be supported by encouraging cultural sharing and family events that support respect for diversity.|We have very well attended Student Led Conferences during the fall and spring semester. During this time, students, teachers and families work together to review progress, set learning goals, and identify strategies that will support students' continued progress. In addition, teachers provide families with resources that they can utilize at home.|We have had high levels of participation in our ELAC committee meetings and have solidified systems to ensure that communications are translated into Spanish (and Arabic) when needed.|5|4|5|5|4|5|5|4|5|4|4|4|2021-06-17||2021 34674470121467|Aspire Alexander Twilight Secondary Academy|3|Need to improve and seek input from all stakeholders as related to the school decision-making process.|Need to improve and make progress in providing families with information and resources to support student learning and development in the home.|Improve communication with families and educators using language that is understandable and accessible to families.|5|4|5|5|4|5|4|5|4|4|4|4|2021-06-17||2021 34674470128124|Gateway International|3|GIS has an active School Site Council and ELAC committee that provides input monthly into school activities and programs. The administration has strong skills in leading this group. While this group of representatives is vocal and active, the goal is to encourage and garner participation from more families, including those students' families who are traditionally underrepresented.|GIS supports families with a dedicated Parent Liaison who supports families with any questions or concerns they may have. This person helps them advocate for their child with teachers and administration and educates them about programs that show their child’s current progress in all classes. Our goal is to hold in-person parent workshops to build the capacity of families to support their child at home and also to provide families additional resources for home use.|GIS has strong policies, processes, and tools in place for staff and teachers to communicate with parents and families. We also provide translators for multiple languages. One area for improvement would be to build the capacity of our staff to understand all cultures, as our school population is becoming more diverse, and give teachers ideas about how to involve parents in setting educational goals for their children.|4|4|3|5|4|4|5|4|5|3|4|3|2021-06-25||2021 34674470132399|Golden Valley Orchard|3|GVOS has many groups of parents to engage in around governance and community goals. Parents also complete surveys and participate in Town Hall meetings serval times each school year.|GVOS has strong relationships with families, built over years of town halls, parent surveys, parent-teacher conferences, and class meetings. However, the schools can do a better of job of using that cultural connection to reach out within other communities and create a stronger sense of understanding between home and school. While we work with each student closely over many years, we have yet to expand our diversity by creating ambassadors into underrepresented families.|GVOS focuses on parent teacher conferences and regular communications, but more can be done to bring support into the home to improve learning. GVOS can focus more on using the strong connections of staff and families to help specific learning goals for each child.|4|4|4|4|4|4|4|3|3|3|4|4|2021-06-02||2021 34674473430691|Options for Youth-San Juan|3|OFY SJ has incorporated several avenues for parents to provide feedback and have a voice in their students' education. The school has implemented a DELAC committee where staff, students, and parents collaborate on looking at data for English Language Learners and how the program can better support the students. Our DELAC has been a success this year with parent and student involvement and receiving feedback through data dives and program improvement. In addition, OFY SJ has a SSC where parents will have a voice on program initiatives and goals. 73% of the parents stated on the LCAP survey that they would not like to participate in SSC. This is an area of improvement for our school to better advertise and develop an understanding of what SSC is and how SSC advises on charter goals. In the Fall and Spring Semester, parents and students had the opportunity to provide feedback on our LCAP survey and in the Spring our School Climate Survey. The surveys provide an opportunity for families to voice their opinion on program initiatives and what they would like to see school funds allocated to. Lastly, all stakeholders are in constant communication regarding their students’ education and are able to provide feedback at any time to staff to better support the needs of their students.|OFY-SJ has increased the need for digital communication with parents during distance learning. Every staff member created a google voice number so staff could text and call students on a regular basis if a student is struggling with coursework or attendance to their virtual appointments. In addition, the charter has incorporated a charter-wide messaging system to send out important information and weekly school updates. Edmentum Parent Portal allows families and parents to see how students are progressing through their school work. Teachers are able to have a resource at home with students who are struggling and need additional support when the teacher is not available. In our LCAP Survey, 21% of parents stated the parent portal has helped them with supporting their student during distance learning. (Goal 2 Action 4) Achievement Chats each semester has successfully provided a time for all stakeholders to collaborate and establish a strong support system for the student to make progress towards graduation. We have seen an increase in participation in our virtual achievement chats despite lower participation in surveys and feedback. An area of focus for our school is developing a better forum for stakeholders to provide feedback on their students’ learning. LCAP Goal 4 Action 1 focuses on stakeholder feedback. At our quarterly in-services for the charter, staff has attended professional development sessions with our coaches on tools for interventions, strategies for supporting student learning at home, family and student engagement, and charter wide goals. We will continue professional development in our LCAP for 2021-2024 with Goal 1 action 7 and 8 and Goal 2 Action 3. Developing a strong community of professional development has been a success this year to support our teachers with transition to distance learning and has shown in feedback from our staff with 86% stating they had enough resources and support during distance learning. Families and Students also receive our student handbook which includes our school policies and legal rights for students. Students who have an Individualized Education Plan, meet with all teachers, Special Education Specialists, and Parents to review students' legal rights and advocate for students’ needs regularly to review education goals.|During distance learning, OFY-SJ has incorporated a variety of opportunities for families to engage in communication with staff virtually. OFY-SJ has lowered their student to teacher ratio to ensure staff is able to provide resources and interventions to families and students needing additional support. The school has successfully developed many opportunities for families to engage in student learning and connect virtually. Every site uses remind messaging accounts where teachers can text students and families about important reminders. School Messenger allows the school to message families and students via phone call, text, and/ or for charter wide events and important upcoming opportunities for students. Lastly, our virtual curriculum allows families to log into the parent portal to track students’ progress. The teachers held virtual achievement chats in Fall and Spring to update families on students’ progress toward graduation and talk about strategies to support student learning. In addition, achievement chats provide an opportunity for staff to meet parents and families and discuss any barriers to learning. This year staff has attended many professional development opportunities to discuss interventions for our high needs students to ensure restorative practices are used to re-engage students in their progress towards graduation. Our drop-out rates have declined this year with 12.03% for High School and 5.19% for middle school with the use of strategies and interventions. Due to distance learning, many of our field trips and events were not held due to restrictions. OFY SJ was able to provide drive thru graduation ceremonies for graduating Seniors in the Fall and Spring Semester. In addition, families were invited to virtual movie nights to build a sense of community and develop trusting and respectful communities with each other. As the year progresses and in person learning is slowly being integrated back into our school, engagement strategies will be needed to provide families and students with resources and supports to make the transition and re-building the community. We have seen a lack of engagement in our families and students in surveys and virtual events held throughout the year. For our school climate survey, 12% of families participated, and 41% of students. In addition, a small amount of our student population is comfortable with returning back to in-person learning (42%). As an area of improvement student and family engagement is highlighted in the school’s Local Control and Accountability Plan with Goal Number 4 Action 1.|4|3|4|4|4|4|5|3|3|3|3|3|2021-06-18||2021 34674473430717|Visions In Education|3|Visions In Education is continually committed to creating open, transparent communication with all partners which include parents and guardians. Visions has created advisory teams that meet monthly to create feedback loops between the school, teachers and staff. It has also created a parent advisory group to gain feedback from family stakeholders. In addition, Visions surveys its families several times each year including its annual LCAP survey. Visions pushes information out regularly through the WIRE (its school-wide intranet), as well as community social media pages and regular email pushes. Strategic actions and services have been added to our LCAP to address the support and engagement of underrepresented families.|"As an independent study program, teachers work individually with students and families in their homes or mutually agreed to local meeting places. Covid-19 has had an impact on the ability to meet with students and families over the past two school years. With this one-to-one model, parents and students stay regularly informed of their progress. In the 2020 LCAP survey 96.0% of parents responded that they felt that they were ""a partner"" with their teacher in educating their child. Ninety five percent of students and parents felt that Visions was ""a fit"" for them. Strategic focus with our various underrepresented groups is represented in our goals, actions, and services of our new LCAP for 2021-24."|Visions In Education continues to work toward building strong relationships with students and families that we serve. The key and primary vehicle for relationships is the teacher, student relationship. The development of a personalized learning plan to identify the goals of a student is instrumental in shaping their educational trajectory. This plan is done in partnership with students and their families. Visons In Education has created an additional LCAP goal to address support for families surrounding their diverse needs related to culture, language, and specific goals for their children. Visions will continue to enhance its English Language Advisory Committee which was recently created to support this partnership and relationship with our English Learner community. Furthermore, partnership with our LOCAL SELPA's community advisory committee to support students with disabilities continues to be enhanced to support this population of the school community.|5|3|4|4|4|4|4|4|4|4|4|3|2021-06-24||2021 34739730000000|Center Joint Unified|3|In regards to seeking input on decision making, parents can participate in the Superintendent's Advisory Committee, ELAC meetings, DELAC meetings, and the PTA or Booster Club at each school site. In addition, we have completed LCAP and COVID family surveys. As a goal, the CJUSD will train staff regarding compliance issues for advisory committees. Additional training will be conducted on methods to promote parents as decision-makers specifically targeting our underrepresented families.|In the area of building relationships, the Center Joint Unified School District has shown its strengths through the following: Family events, active PTAs at sites, ELAC, Site Councils, student advisory, parent advisories, communication including social media, interpreting services, and homeless/foster families service. Also, the Family Resource Center plays a pivotal role in assisting families through the building of healthy relationships. Finally, the administrators of the CJUSD will continue to work on culturally responsive engagement with families as a goal for this school year.|Strengths in this area include the annual notifications, procedural safeguards provided to all families at IEP and 504 meetings, informative handbooks, announcements, and teacher syllabi.|4|4|4|4|2|3|4|4|3|2|4|3|2021-11-17||2021 34752830000000|Natomas Unified|3|"NUSD has a Constituent and Customer Services Department that gathers input, suggestions, and complaints from families and staff as a key part of our cycle of continuous learning and improvement. Each school site is represented on the Superintendent’s Parent Advisory Council. This diverse group of parents and family members includes people from multiple ethnic groups as well as representatives of English Learners, Students with Disabilities, and low income families. NUSD principals each host parent advisory, PTSA, and/or School Site Councils to continually gather feedback from their families. When our families were surveyed in 2021, 87% said that ""staff are committed, collaborative, caring and exemplary;"" 85% said ""School staff welcome my suggestions;"" 86% said ""I feel welcome to participate at this school;"" 90% said ""My child's school keeps me well-informed about school activities;"" and 86% said, ""My Child's school encourages me to be an active partner in educating my child."|"Natomas Unified has developed programs and supports to build relationships with parents and families including a Family Engagement Department and Parent University team. Schools and the district have expanded and improved engagement opportunities to build relationships with parents and families including: providing communication tools like Infinite Campus Messenger and Parent Portal; PTSA; School Site Councils; Principal Coffee Chats; Sunday messages to families; ELAC and DELAC; support from the Constituent and Customer Services Department; Back-to-school Night; Open House; FAFSA night; College fair; Secondary Showcase; UCAN student athlete partnership; College informational workshops with Office of Student Assistance and Relief (OSAR); Los Rios Educational Talent Search (ETS); Early Academic Outreach Program (EAOP). Modified implementation of the aforementioned programs were conducted during the pandemic. The increased use of Zoom during the pandemic increased meeting attendance and engagement opportunities. In addition, the district will launch ParentSquare, a multilingual application for parents and students in 2021-22 with a small pilot launch and a full launch in 2022-23. There are multiple tools for communicating in person, through telephone, and electronically. The district provides translation and interpretation services in multiple languages and our district website is available in four languages. Since 2018-2019 Linked to Learning is a tool used at our elementary schools that facilitates a math program for families to do with their children. Over-the-phone interpretation services by Language Link is available to Limited English Proficient families needing immediate interpreter assistance during scheduled meetings, phone conversations, and/or conference call (ie: IEP). Language Link provides third party interpreters in over 240 languages and dialects. Survey results provide feedback from our Parents and Families reinforce the value of these efforts with people agreeing in very high numbers that our schools are effective at building relationships with our Parents and Families. When our families were surveyed in 2021, 87% said that ""staff are committed, collaborative, caring and exemplary;"" 85% said ""School staff welcome my suggestions;"" 86% said ""I feel welcome to participate at this school;"" 90% said ""My child's school keeps me well-informed about school activities;"" and 86% said, ""My Child's school encourages me to be an active partner in educating my child."|"Through improved and expanded opportunities to engage and involve parents/guardians in their child's education - from early learning through high school - has resulted in more students than ever in NUSD having access to college and career options and being college and career ready. Parents are able to be engaged and involved in multiple ways at NUSD schools and staff continue to help parents navigate the choices and opportunities that exist in NUSD. During the pandemic adjustments were made to continue engagement opportunities through increased surveys, virtual meetings sessions, and teleconferencing. NUSD provides staff multiple training opportunities to develop skills and knowledge to better partner with families, as well as workshops and videos for families on how to better partner with school staff on their child’s education in NUSD as well as preparing for college/career. Each year all of our schools host parent-teacher conferences, open houses, and back to school nights. NUSD is a Safe Haven District, and has provided training to staff on how to support families of immigrants. NUSD provides families information at the beginning of each year describing their rights and how to advocate for their children, as well as non discrimination policies and information. NUSD teachers participated in an innovative research program to reduce disparity and disproportionality and behaviors that lead to suspensions through a partnership with the University of California Berkeley. There was a delay in related professional development during 2019-20 and 2020-21 due to the pandemic and completion of the study. In 2021-22, NUSD will launch a systemic professional development, support and collaboration series focused on Restorative Practices, Trauma Informed Practices, Positive Behavior Intervention Supports, and related site programs, through Anti-Racist/Anti-Bias Training and Culturally Responsive Relevant Pedagogy and Classroom Management. This action is in alignment with the Theory of Action, Board Policy and Administrative Regulation 0100. When our families were surveyed in 2021, 87% said that ""staff are committed, collaborative, caring and exemplary;"" 85% said ""School staff welcome my suggestions;"" 86% said ""I feel welcome to participate at this school;"" 90% said ""My child's school keeps me well-informed about school activities;"" and 86% said, ""My Child's school encourages me to be an active partner in educating my child."|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-23||2021 34752830126060|Leroy Greene Academy|3|This area consists of some of the lowest scores we have identified. While we do reach out to families, overwhelmingly, we need to engage them more often. We began doing “Pride and Pastries” as an avenue to bring families into the fold with all decision making, and have begun working well with our PTSA to begin looking at implementing family engagement activities at our school level. Different family engagement activities that we have created include our Powderpuff Football game, our cultural celebrations such as Dia de los Muertos, and our Multicultural Night - all of which are free events to attend. While we spend a decent amount of time advertising our policies and with our stakeholders, we don’t spend enough time seeking input from the groups to ensure that we can make growth with our stakeholders. We plan to create parent focus groups to engage families on the progress and direction of our site.|According to a recent survey for all stakeholders, 89% of our families agree that the school communicates well with families, and 91% of families agree that it is easy for LGA families to communicate with their student’s teachers. Our focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support.|Leroy Greene Academy has received generous scores surrounding providing information and resources to support our families with academics. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social emotional support when necessary. A growth area surrounds ensuring more families have the opportunity to meet with one of our counselors, with over 20% of parents explaining they had no personal knowledge of a counselor meeting on academics. Due to this, we hired an additional counselor for more academic support, who will help our high schoolers with goal setting, college information, course selection, and other academic measures. LGA is restructuring its Student Success Team meetings and working with its teachers to identify key data points as flags for students of need, which leads to clearer and concise communication with families. We are working as a school site to find more dynamic ways to engage our stakeholders.|3|4|3|3|4|3|3|2|2|2|2|3|2021-10-28||2021 34752833430659|Natomas Charter|3|While building partnerships is a strength of Natomas Charter School, the school community continues to refine its practices by ensuring all families are fully engaged in these partnerships and looking for opportunities to incorporate more parental decision making. A decrease in student and family connectedness resulted from the 2020-2021 year of distance learning. The focus for 2021-2022 is reconnection and is steeped in rebuilding relationships and developing healthy social emotional learning strategies for students and staff. Families have indicated through our parent surveys that the most significant barrier to being fully engaged in school activities is their own personal schedules. Using this information, staff and administrators have been exploring different models for providing information, such as online videos and creating events that are more focused on specific topics or areas of interest. Over the 2020-2021 school year, we experienced a rise in parent participation through virtual parent meetings that were recorded and available on the school YouTube page. Overall, parents reported on surveys that they feel the communication level has been high over the course of the past year.|All academies hosted virtual open houses and parent orientations with the goal of providing families the tools and information they need to adequately support students. The Student Services department held parent education sessions and shared many resources to support students in their social emotional development at home. For the 2021-2022 school year, NCS continues to refine its own independent special education department by providing greater opportunities for parents to be included in the decision making for students with exceptional needs as one of the outcomes.Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents. This has been especially true throughout the school’s COVID-19 pandemic response. Teachers at the school use websites and the school’s learning management system as tools for communicating resources and information for parents to use in supporting their student’s learning and development. NCS adjusted to the COVID-19 campus closures by pivoting to distance learning immediately. The use of parent and student surveys were a key element in the planning and refining of the school’s distance learning program. Parents and students were surveyed monthly in the spring of 2020 and more frequently as distance learning continued in 2020-2021. In addition to the monthly board meetings, NCS hosted academy and whole school parent meetings to allow parents and students time to learn about and give feedback on the distance learning and return to campus planning processes.|Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents. This has been especially true throughout the school’s COVID-19 pandemic response. Teachers at the school use websites and the school’s learning management system as tools for communicating resources and information for parents to use in supporting their student’s learning and development. NCS adjusted to the COVID-19 campus closures by pivoting to distance learning immediately. The use of parent and student surveys were a key element in the planning and refining of the school’s distance learning program. Parents and students were surveyed monthly in the spring of 2020 and more frequently as distance learning continued in 2020-2021. In addition to the monthly board meetings, NCS hosted academy and whole school parent meetings to allow parents and students time to learn about and give feedback on the distance learning and return to campus planning processes. NCS continues to expand parent and student participation through our Inclusive Education, Diversity Equity and Inclusion Committee, and English Learner Advisory Committee.|3|3|3|4|4|4|3|3|3|3|4|3|2021-06-14||2021 34765050000000|Twin Rivers Unified|3|Throughout the 2021-22 LCAP processes we were able to capture the ideas of 4,328 people including 1,688 unique parents,3193 thoughts, and 49,659 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|During the 2020-21 school year, parent access has expanded with the implementation of 1:1 student:device ratio and emerging platforms for meeting with and engaging parents. Attendance at SST and IEP meetings was enhanced by technology, allowing for the more equitable distribution of information and resources. Professional learning was offered across the year with a comprehensive menu of topics to meet the academic, social emotional and data monitoring needs of teachers and staff. Providing staff with just-in-time professional development on topics from our needs assessment and stakeholder input resulted in a successful implementation of distance learning and a transition to hybrid. The process and content will continue in subsequent years in order to maintain a robust professional learning catalog and the further development of high performing teachers.|The 2020-21 school year illustrated a need to engage underrepresented families. Our Family and Community Engagement (FACE) department hosted a number of events and formed new groups of parents and community members with students in these subgroups. The 2021-22 school year has an expansion of events tailored for families of underrepresented groups as well as a Community Liaison and site based initiatives based on local data to increase parent involvement amongst all groups. We have also implemented an improved communication platform that allows messages to be sent in multiple formats and languages and tracked in a digital dashboard.|4|4|3|4|3|3|3|3|3|3|4|3|2021-06-22||2021 34765050101766|Community Outreach Academy|3|COA has demonstrated strength in the areas of engaging parents and family members in workshops and surveys to provide input on programs and implementation. In order to improve the engagement and input of community members and stakeholders, COA will offer various opportunities to provide input on new measures and programs as we adopt them moving forward. One specific example will be related to the curriculum pilot that is underway.|COA has demonstrated strength in the areas related to building external relationships with outside programs and parents. However, an area of growth is to sustain a consistent means of educating and helping parents fully understand their rights and feel more comfortable being involved and voicing their concerns.|The strength of our LEA as it relates to building relationships is our ability to provide strong professional development and model CKH/EXCEL Model practices. One area of growth is engaging new teachers immediately as well as providing refresher training or more advanced training for veteran staff.|5|5|5|5|5|5|5|4|4|4|4|4|2021-06-25||2021 34765050101832|Futures High|3|Future's has established mechanisms and opportunities for the families and other stakeholders to be involved in decision making and evaluation. SSC, ELAC, DELAC, leadership advisory committee, parent-teacher committee are meeting regularly and are given opportunities for multiple input and feedback on the school’s program improvement, progress, and areas of strengths and weaknesses. Regular two-way communication is utilized through various online platforms as well as in-person availability of the admin and staff to meet with parents, students, and community members. Surveys are administered several times a year to gather additional feedback from the students and parents.|Future's uses multiple platforms to communicate with families and provide resources to support students’ learning and engagement. Policies and procedures are established to help families understand and exercise their legal rights and advocate for their children. Regular professional development opportunities are provided for the staff to increase their understanding of the families’ needs.|Future's has a strong focus on creating a positive culture at the school for all students, parents, and staff. The school has fully implemented Capturing Kids Hearts program and aligned policies, procedures, and instruction to ensure equitable and inclusive practices. Regular feedback and input are sought from all stakeholders.|4|5|4|4|3|4|4|5|4|4|4|4|2021-06-25||2021 34765050108795|Creative Connections Arts Academy|3|Throughout the 2021-22 LCAP processes we were able to capture the ideas of 4,328 people including 1,688 unique parents,3193 thoughts, and 49,659 ratings. This included 12 staff, 13 students, 40 Parents, and 86 community members. Parents, staff and family also contributed input during ELAC, Site Council, and other advisory meetings held throughout the school year. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district|Overall initial implementation. Relationship building and parent and family connection is a priority for CCAA in 2021-22. Partnering with families is a part of the culture with volunteer hours and opportunities advertised and emphasized.|Overall initial implementation. The 2020-21 school year provided a lot of opportunities and insight into connection with parents and family and also some of the barriers. Improving communication and utilizing multiple platforms to connect with and monitor these connections is a goal area so that CCAA can strengthen the partnership between school and community.|3|4|3|4|3|3|4|3|3|3|3|3|2021-06-22||2021 34765050108837|Community Collaborative Charter|3|CCCS has an established School Site Council and ELAC/DELAC which meets no less than six times a year. This body provides important information and feedback regarding Title 1 spending, EL programs, intervention programs, implementation of basic needs resources and LCAP. Stakeholders who are elected receive training based on the established by-laws of the Council. CCCS works to promote parent engagement through parent education nights and parent-teacher conferences. CCCS implements annual parent surveys and utilizes the results to inform our LCAP process. An opportunity for growth is to engage a higher percentage of parents in our surveys.|CCCS utilizes both ClassDojo and Aeries messenger tools for efficient access and communication between school and home. For both of these tools, communication is available in multiple languages and with classdojo communications can be translated into a language of the recipient's choice. All teachers receive training and coaching around implementation throughout the school year and parents receive awareness and usage information during orientations and back to school events. They can access information through their teacher of the main office as needed throughout the year. An opportunity for growth can be made through school staff and leadership team outreach for parents who are not accessing and responding to schoolwide and teacher communications as a part of our absentee avoidance programs.|CCCS does a very good job building and maintaining relationships with all of our stakeholders. CCCS is a Capturing Kids Hearts National Showcase school for the fourth year in a row, which is a testament to our positive school culture. CCCS communicates with parents in multiple languages and facilitates regular parent information sessions and parent engagement activities to promote and support parent involvement. An opportunity for growth at CCCS is to increase the number of or overall percentage of parents who actively participate in site events.|3|4|4|3|4|4|4|4|4|4|4|4|2021-06-25||2021 34765050113878|Higher Learning Academy|3|The LEA’s current strengths are our ability to provide all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. The LEA holds parent workshops sessions, SSC meetings, DELAC meetings, and provides surveys to support our efforts in collaborative decision making. The LEA has made significant progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. We will continue to work on this as we need more families engaged in our advisory groups. Our focus area for improvement is to build the capacity of and support family members to effectively engage in advisory groups and decision-making.|The LEA’s current strengths to improve the engagement of underrepresented families are our ability to support our families in understanding and exercising their legal rights to advocate for their students. Staff at all levels are able to support our families by providing them with policies and best practices to support student achievement. We are also strong in our ability to provide families with information and resources to support student learning and development in the home. The LEA has made significant progress in implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. We ensure all families are aware on a consistent basis of their student’s performance both academically and behaviorally through progress reports, report cards, SSTs, IEPs, 504s, student conferences, and our online system. Our focus area for improvement is to build student agency to support our efforts to improve student outcomes by implementing student-led conferences and student chosen end of unit performance tasks.|The LEA’s current strength in this area is our ability to build trusting relationships with our families. Staff at all levels are able to both build and maintain trusting relationships with all our families. We are also strong in our ability to build and maintain a welcoming environment. The LEA has made significant progress in our development of 2-way communication for our linguistically diverse families. We ensure all families are able to communicate with us, and us with them, despite English proficiency. Our focus area for improvement is to communicate more frequently on creating common goals for our students.|5|5|4|5|5|5|5|5|4|4|5|5|2021-06-25||2021 34765050114272|SAVA - Sacramento Academic and Vocational Academy|3|A strength in this area is providing families with opportunities to engage in and provide input on policies and programs through School Site Council, feedback surveys, personalized/small group program orientations, and inclusive IEP meetings. A focus area is to increase the level of engagement of families in the planning, design, and implementation of school level programs and practices.|Strengths and progress in the area of engagement include the strategic use of a variety of communication tools to reach all families and provide a means for all families to connect with and build meaningful and positive relationships with the LEA. These communications include traditional mail, surveys, digital communication (text, email, website, etc.), phone and in person events, conferences, focus groups, and an open door practice. Additionally, the LEA proactively involves families in the IEP process to ensure the whole child is served through the identification of present levels, goals and needs of each child. Inclusion of student voice and parental/guardian input is a strength as measured by parental and student feedback, the growth of retention of students with special needs and the ability to provide individualized instruction and other supports for these families. Further strengths include identifying students and families experiencing challenges (i.e., homelessness, pregnancy, foster care, trauma, and other personal and environmental factors) and providing support including counseling, community resources, personalized education plans, and family and community events that offer activities and support for the whole family. A focus area for improvement is elevating existing parent engagement to the level of ongoing partnership for their student’s success.|Counselors, student support specialists, and social workers partner with teachers to identify student needs and provide resources for students and their families. Counselors, student support specialists, and social workers meet individually with families to provide resources and offer support. In addition, once per semester, teachers provide academic conferences led by the student to inform their parents and/or guardians. The LEA also provides orientations for both the students and the families as they enroll at SAVA. Other strengths include expanding connections with local organizations and forming partnerships with industry businesses to develop a school to career/college pathway for student success beyond high school. A focus area for improvement is to equip teachers to identify students in need and proactively meet with families (extending beyond the positive student-teacher relationships already established) to better equip them to support student learning and successful outcomes, identify family-specific needs, and connect families with resources to improve the learning environment beyond the classroom.|5|4|5|4|4|4|4|3|3|3|4|3|2021-06-25||2021 34765056033336|Smythe Academy of Arts and Sciences|3|Throughout the 2021-22 LCAP processes we were able to capture the ideas of 4,328 people including 1,688 unique parents,3193 thoughts, and 49,659 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Smythe included school site council, ELAC and other local meetings to seek and utilize community input. For district LCAP process, 55 staff, 38 students and 35 parents provided input. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Smythe will continue to develop partnerships with family and community to enhance all programs. Continuing to connect virtually via zoom and Parent Portal will help connect with more of our stakeholders.|During the 2020-21 school year, distance learning and COVID conditions provided many opportunities to better understanding community relationships and needs. Further developing these relationships will be a priority in the 2021-22 school year.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-22||2021 34765056112643|Westside Preparatory Charter|3|Throughout the 2021-22 LCAP processes we were able to capture the ideas of 4,328 people including 1,688 unique parents,3193 thoughts, and 49,659 ratings. This included 30 staff, 285 students, 30 Parents, and 86 community members. Parents, staff and family also contributed input during ELAC, Site Council, and other advisory meetings held throughout the school year. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Westside continues to develop partnerships with the community with a goal of increasing the effectiveness of these partnerships.|Westside Prep is utilizing tools such as Parent Portal to connect with and build strong relationships with community and families. Staff has learned tools during 2020-21 that help connect with a greater success rate.|4|4|4|4|3|4|4|3|3|3|3|3|2021-06-22||2021 35103550000000|San Benito County Office of Education|3|"One of the ways that we will reach out to families of underrepresented families is to have at least one parent education night focused on the principles of Restorative Justice and positive behavioral expectations (PBIS). During the 2020–21 school year the San Benito County Office of Education Alternative Education Programs administered three Parent Surveys to parents of students at each alternative education site (grades 7-12). The surveys included questions about whether parents received effective communication, felt welcome and respected by the school, whether they felt that respectful relationships existed and if they were satisfied with the overall education provided. According to the results of the May 2021 survey, 100% of parents felt comfortable and welcome at the schools. To educate parents on the importance of participating in events at their child’s school, SBCOE has included actions in the LCAP to • Provide parents with information about grades, attendance, upcoming meetings and activities through phone calls, mail, email, and text messages • Meet with parents of English Learners • Host Back-to-School Night, parent conferences, Community Knight (college/career information). • Coordinate with the Migrant and Foster Youth programs to host social events for the schools and community. A large majority of parents (77%) reported they strongly agreed that they were satisfied with the overall education provided by the schools. School Site Council and Migrant Parent meetings were used as the main venue to solicit parent input for decision-making. In addition, two parent nights were held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals. Continuous outreach through email, text messaging and auto dialer was used to seek input and communicate opportunities for parent engagement."|"Interviews and surveys with a variety of stakeholders demonstrated that the SBCOE has been successful in creating welcoming environments for all families in the school and community and in developing multiple opportunities for two way communication between families and educators in a language that is understandable and accessible to families. According to the results of the May 2021 survey, 100% of parents felt comfortable and welcome at the schools. To educate parents on the importance of participating in events at their child’s school, SBCOE has included actions in the LCAP to • Provide parents with information about grades, attendance, upcoming meetings and activities through phone calls, mail, email, and text messages • Meet with parents of English Learners • Host Back-to-School Night, parent conferences, Community Knight (college/career information). • Coordinate with the Migrant and Foster Youth programs to host social events for the schools and community. The LEA continues to work to support families to understand and exercise their legal rights and advocate for their own students and all students by providing multiple surveys each year and following up on those surveys not completed with a phone call to each parent. The LEA also ensures that parents and students are able to communicate with the school anytime and on any issue based interviews with parents and students."|Because our alternative education programs are very small, we are able to support our staff in this area during weekly staff meetings, weekly work in Restorative Justice and PBIS with a focus on building community and quarterly parent conferences. During these weekly staff meetings, staff collaborates on students and strategies that are working and how to best reach students including communicating the outreach that has taken place from the main office to the classroom teachers. Families are greeted on campus each day in a friendly, cooperative manner by staff. An area of growth for our organization is supporting staff to learn about each family's strengths, culture, language and goals for their children. One of the ways that the LEA will address this area is to create homerooms for students in the 21-22 schedule. This will allow staff to get a chance to engage with Social Emotional activities with students and through these activities staff will get to know their students on a deeper level. During the 2020-2021 school year we collected the best way each family wanted to be contacted and the time of day. This really allowed the connection and communication between staff and parents to increase. Opportunities for student/staff collaboration also exist during Restorative Circles.|3|4|4|4|3|3|3|4|3|3|3|3|2021-06-24||2021 35674540000000|Bitterwater-Tully Elementary|3|The LEA is making progress towards help families to provide opportunities to provide input on policies and programs. The LEA is researching ways to support families to engage in advisory groups and decision making. Information from the County is sent via the Remind app/email/or sent home with the students. All families are encouraged to ask questions and provide suggestions to better support student learning.|Our LEA's current strength is that we offer a safe environment for families to share their cultural experiences. We are making progress on improving our Parent Educations nights. In the past, we have had a STEM night with hands-on take home kits for families to continue to explore concepts taught during the STEM presentation. We are working on creating other themes that can us used to better support and educate families including advocacy and exercising their legal right. All families with students with exceptional needs are given their legal rights at each IEP Meeting.|Our LEA's current strengths and progress is that we keep open lines of communication with our staff and families using conferences, the Remind app, newsletters, Parent, Teacher, & Friends(PTF) meetings. Families are invited to ask questions and offer suggestions regarding the school. Families are encouraged to volunteer and help with school events and hot lunches.|4|4|4|4|4|3|4|2|2|1|2|3|2021-10-13||2021 35674620000000|Cienega Union Elementary|3|Cienega Union Elementary School District has identified three primary stakeholder groups: parents, students, and school staff members. Stakeholder engagement is paramount to the success of the district and is sought in a variety of ways. During the COVID-19 pandemic, parents were surveyed numerous times about technology availability, attendance preferences, and health-related concerns. Survey participation fluctuated, but was never less than 80%. Another opportunity for feedback and engagement is the school site council (SSC). The SSC, which consists of parents with a variety of language backgrounds, parents of unduplicated students, and staff members, provides critical feedback on topics such as the school safety plan, the LCAP, curriculum, and school learning materials. SSC meetings are held three times per year and have maintained 100% attendance by all members.|The district works hand-in-hand with families to build pathways for student success. Parent-teacher conferences, held annually in September, had 100% attendance by families in the 2021-2022 school year. These conferences provide teachers and parents an opportunity to discuss student goals and achievement, discuss strategies for families to use when supporting student learning at home, and allow parents to advocate for their student's rights. Staff members are supported during this time with preparation time and learning opportunities on successful conference strategies.|"Cienega Union Elementary School District has had great success in building relationships with stakeholders. Improved parent communication, through our weekly ""Tuesday Telegram,"" has led to greater student involvement in after-school academic support, greater utilization of available community resources, and improved school attendance. School communications are offered to families in their preferred choice of format and language, and all school communications are prepared in both English and Spanish. The district hosts parent-teacher conferences at the conclusion of the first quarter of the school year where staff members and parents work together to identify student strengths and goals. The district plans to continue to use the improved channels of communication to further build positive relationships with our families."|4|4|4|4|4|4|4|4|4|4|4|4|2021-08-24||2021 35674700000000|Hollister|3|During the 2020-2021 school year, principals were provided guidance, support, and resources to ensure that all principas understand and implement required and effective parental involvement practices at their school, specifically within the School Site Council and English Learner Advisory Committees. All schools hosted site level Youtube forums to engage parents in timely decision making throughout the year. There is a need to ensure staff and families have access to training in effective school, family, and community partnerships and to train staff with the assistance of parents in how to reach out to and work with parents as equal partners in their education. Based on parent surveys and feedback provided by District Language Advisory Committee (DELAC) and Parent Advisory Committee (PAC), there is a need to ensure that teachers and families have the knowledge and tools to help students with homework and other curriculum related activities and to ensure that all schools have family/parent involvement programs. The district has established clear metrics to measure progress in specific areas of focus: percent of parental membership roles filled for school and district committees (School Site Council, English Learner Advisory Committee, District English Learner Committee, Parent Advisory Committee) specifically with representation from underrepresented groups, participation rate for parent surveys, specifically with responses from underrepresented groups. Hollister School District has included actions in the LCAP that: - Add staff and professional development to provide administrative support and parent liaison support for families to become more engaged in their child's education. A focus on engagement in school meetings, school parent events, and parent education classes. - District and schools will recruit and elect parent representatives to fulfill School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC) to provide oversight and guidance of programs pertaining to unduplicated students. Translation and child care services will be provided. - Parent Education Forums will be held to inform and educate parents about programs, services, curriculum, and other student-related topics.|During the 2020-2021 school year, homeless and foster youth in the Hollister School District have been provided at home resources, school supplies, and other necessities as determined by home visits by School Social Workers and Parent Involvement and Attendance Liaisons (PIAs). These are newly added positions at each of the school sites and have been determined as highly effective in providing needeed supports and bridging communication to build meaningful and timely partnerships with families to support student learning and social emotional needs. Additionally, in order to support families to use the curriculum based digitial resources and online instructional learning tools from home, a series of parent education forums and online technical support was provided. There will be continued use of such platforms as they are highly utilized and part of regular instruction. A School to Prison Pipeline Task Force was formed to address the identified need for evaluation and revision of school discipline policies that were determined to be disproportianately punitive toward specific groups of students. The task force consisted of community agencies and Hollister School District parents and focused on restorative practices, social emotional needs, and promoting a culture of self advocacy, leading to a series of community input meetings to revise board policy relating to school discipline. Student focus groups were conducted and surveys to a broader audience were administered. To build partnerships for student outcomes, the Hollister School District has included actions in the LCAP that: - Provide trauma informed practice training for all staff - Facilitate district wide restorative justice practices -Allocate supplemental instructional resources that are individualized and accessible to all students at home and in school. - Ensures one to one Chromebook distribution - Ensure instructional supervision focuses on and supports responsive instructional strategies specifically focusing on English Learners, Foster youth, and Low Income students, including ways to work together in partnership with students and families.|During the 2020–21 school year the Hollister School District implemented numerous outreach strategies and venues to engage with a diverse array of community stakeholders. These stakeholders represented parents, students, migrant education families, classified staff, certificated staff, administrative staff, and community members at large. Stakeholders contributed on a monthly basis over multiple platforms between December 2020 and April 2021. Survey data was also gathered in March 2021. All were provided in spanish and english. The results were reported to its local governing board at a regularly scheduled meeting and to stakeholders and the public. According to the results of the survey and data gathered at the stakeholder meetings, parents identified the following areas to focus on: increasing and improving communication between home and school and increasing and improving parent education and parent involvement in partnership with the school. Although a strength has been to utilize parent input, there is a need for specific and clear goals and actions that respond to the parent input and identified data to inform evaluation of progress and identify barriers that need to be addressed. A focus area for improvement is to provide a more strategic and defined approach as outlined in the LCAP. The district has established clear metrics to measure progress in specific areas of focus: participation rate on parent surveys, percent of parents who feel welcomed and informed, expectations for the frequency of parent education and training events per year with participation rates gathered and feedback analyzed, and percent of parental membership roles in school and district committees and governance bodies. To engage the school and home in active partnership, the Hollister School District has included actions in the LCAP to: - Provide parent engagement services through support staff positions and professional development. - Ensure parent engagement and education forums are defined, scheduled, and evaluated - Ensure survey data gathered from year to year is consistent, reflects a diverse and high participation rate, and is reflective of underrepresented families. - Ensure communication is accessible to all families via a single platform district-wide and in the family's home language|3|3|2|3|2|3|2|2|3|2|2|2|2021-10-07||2021 35674880000000|Jefferson Elementary|3|The Teacher/Principal has worked in the district for three years. While she has conducted formal School Site Council meetings with the parents, this continues to be an area of growth for building this council in more meaningful ways for our unique community. Fortunately, our small size allows us to regularly communicate in informal ways and make adjustments quickly based on the feedback that we receive.|Jefferson provides families with information and resources to support student learning and development in the home through parent teacher conferences, family nights, and sharing resources and information through flyers, phone calls, and Google Classroom. The Teacher/Principal meets with 100% of families during Fall and Spring conferences, and sends home weekly, monthly and trimester reports. The Teacher/Principal advocates for the families to ensure they can understand and exercise their legal rights and provides information as provided through the San Benito County Office of Education. The district has formalized many policies into written documents, and other policies that are practiced but conducted through historical experience are in the process of being converted into formal, paper format.|Jefferson is a small, closely knit school and community. The two staff members are highly collaborative and have direct contact with families on a regular basis. Communication takes places through weekly take home folders, regular “parking lot” conversations between parents and staff, phone calls, conferences, and text messages. Jefferson is seeking to improve the engagement of underrepresented families by implementing a new “Parent Coffee” meeting each school month for all parents to attend in conjunction with the school site council. The Teacher/Principal is completing a self-study language course using Duolingo, Rosetta, and weekly Duolingo Events to improve her ability to read, write, and speak in Spanish, the most common language spoken by families at Jefferson.|5|5|5|4|5|5|5|4|3|3|4|4|2021-06-16||2021 35675040000000|North County Joint Union Elementary|3|Parents and community members are encouraged to attend meetings that focus on the LCAP goals, ELAC support, and Migrant support. The District continues to seek ways to engage all parents. Phone calls, emails, texts, and monthly Tiger Talk newsletters go out in both English and Spanish.|With the implementation of AVID for all students, the staff is working with students to set goals, advocate for themselves, and provide supports outside of the regular school day. Parent workshops are provided throughout the year and parent/student surveys are offered to allow for feedback.|The NCJUSD makes relationships a priority among all staff members, as well as with all students and their families. This is evident when you walk on campus. The staff engages with families through parent/teacher/student conferences, family events, English Language Advisory Committee, School Site Council, Migrant Parent Meetings, and the Parent Teacher Organization. With the return to full in person instruction the District is working on providing additional supports. The District has established a Community Food Pantry on campus for families to participate in.|5|5|5|5|4|4|5|3|5|4|3|3|2021-10-14||2021 35675200000000|Panoche Elementary|3|Stakeholder surveys and monthly board meetings were used as the main venue to solicit parent input for decision-making. In addition, Back to School Night was held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals. Continuous outreach continues through daily conversation and bilingual home-school communication.|The LEA’s small enrollment allows for daily interaction between the teacher/principal and parents, increasing the strength of the relationship between parents and staff. Staff has taken the initiative to begin learning a new language in order to further increase the effectiveness of communication to and from families.|During the 2020–21 school year Panoche School administered a Parent Survey to parents of all students. The survey included questions regarding the level to which parents felt encouraged to become involved in school-related activities, their satisfaction with school/campus safety, and the extent to which they felt the learning needs of their child were being met. Panoche’s very small enrollment allows for daily interaction between the teacher/principal and parents, increasing the strength of the relationship between parents and staff. 80% of families attended the Fall 2021 'Back to School Night' and the 20% that did not attend later attended individual meetings with the teacher/principal to receive information presented at the event. The reluctance of underrepresented families to engage is often informally reported as having to do with a language barrier. The LEA's LCAP details plans to educate staff in the Spanish language.|4|4|3|3|4|3|4|4|4|3|4|4|2021-07-12||2021 35675380000000|San Benito High|3|SBHSD will implement a strategic communications plan to increase community engagement and two-way communication between the Board of Trustees, administration, staff, students, parents, and the SBHSD community with a focus on disadvantaged (unduplicated) and underserved students and their families. Outreach to underserved students and families will be a focus for our Communications Officer and our Parent & Community Strategic Plan Coordinator.|SBHSD Strategic Plan goal 2 is to create and maintain a trusting, collaborative, and communicative relationship that includes ALL stakeholders, in order to establish a safe, respectful, and responsible school community based on the culture of STRONG. In order to accomplish this goal, SBHSD's developmental idea is to partner with the community of San Benito County to establish an outreach of support for academics, athletics, cultural activities, and the social-emotional needs of our students. SBHSD has conducted various Strategic Plan meetings and Academic Taskforce meetings to involve community members, staff, parents, and students in collaborating around the core values of STRONG (Scholarship, Teamwork, Reflection, Opportunity, Nurture, and Growth). Additionally, our weekly newsletter, quarterly fliers, and social media platforms work as constant communication to our stakeholders. The area of growth for the district would be to increase the two-way communication with families and specifically target our underrepresented groups which is now a part of our LCAP Goal 3.|San Benito High School District has worked collaboratively with school personnel, community members, staff, and students to develop a five-year Strategic Plan that will provide a structured focus and a shared vision. With communication and collaboration as guiding principles, the Strategic Plan sets the tone for our continued focus on building relationships throughout the school community. Our recent implementation of the Multi-Tiered Systems of Support (MTSS) has been our mechanism to demonstrate how we support our students' success both academically, social-emotionally, and behaviorally. Our Haybaler Support Time (HST) model has also demonstrated how we support every student on a daily and weekly basis. The district continues to communicate with our families regarding this process through daily phone messages using Parent Square, quarterly mailers, and bi-weekly newsletter updates. An area of growth for SBHSD would be to be mindful of how we provide information around exercising parents' legal rights and advocating for their own students and all students. SBHS has several systems in place that support advocacy for its students, the district will be more initial about the benefits of these systems.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-12||2021 35675530000000|Southside Elementary|3|Unduplicated students express the sense of belonging and school connectedness at lower rates than their peers. School climate and positive school culture builds cross cultural relationship and cultivates adult and student practices that create a more inclusive school community. The PBIS intervention support program enhances the education experiences of low-income and English Learner students who experience both academic and non-academic challenges at high rates than their peers. Our focus will be on positive student engagement and student recognition.|English Learner services are primarily for unduplicated students and families who face language barriers. The contribution of the bilingual instructional aides deliver targeted interventions, related parent meetings, and migrant summer school, support student language acquisition and family engagement. These interventions for unduplicated students contributes to increased language proficiency and progress toward grade level standards, enhancing the support that students might otherwise receive in other academic interventions. The focus are for Southside will be on increased community partnerships and increased parent participation in decision making stakeholder groups.|Parent Engagement/ Outreach Low-income students and English Learners have historically experienced significant trauma and had limited access to social, emotional, and behavioral health-related services in their community. Their families have also has the greatest needs in terms of engagement, particularly when it comes to language access. Southside School acts as a resource center for unduplicated students and families providing referrals, community connections, and application assistance to connect families to resources in the community. Additional parent engagement and outreach efforts benefit the neediest families, who require extra support to overcome challenging circumstances.|4|3|3|4|3|2|4|3|3|3|3|4|2021-01-13||2021 35675610000000|Tres Pinos Union Elementary|3|Tres PInos Union School District has made progress in connecting with all stakeholders in the decision-making of the school environment. We have the District Advisory Committee that consists of parents and a staff member along with the Principal who evaluates the input from parents, students and staff members. This information is provided in the LCAP and other documents. Policies are provided through the Board of Trustees and parents are informed of these policies. We continue to promote our website and parent/student handbook to provide opportunities for family interventions, evening meetings and other fun nights with all stakeholders.|Tres Pinos Union School has built a partnership with the San Benito High School District in providing meals so that all students have access to a breakfast and lunch bag everyday. We continue parent/teacher conferences twice a year so that parents are involved in their child's progress. We also have the app that allows parents to go into the Aeries parent portal to view grades and assignments on a daily basis. Teachers are aware that a Student Study Team is available monthly for students who are showing academic or emotional deficiencies. This is usually started at the beginning of the school year and continues until a student either is working sufficiently or is referred for Special Education assessment. We continue to research curriculums and when they are purchased, professional development is provided for all staff members in the new curriculum.|Tres Pinos School has implemented communication tools that allow both parents and community members to be aware of all activities and events at the school. We purchased a program through a company named Apptegy and it has allowed us a free app for our families to use and a website. With the availability of the app, the Administration is able to connect with parents immediately through text messages and e-mails. The website has all the documents, forms and information about the school and where parents can go to get the latest updates on COVID-19 mandates and protocols. We are using all these tools to reach out to all families whether they are low-income, foster youth or homeless youth to keep them informed of all pertinent information about Tres Pinos Union School.|5|5|4|5|4|5|5|4|5|4|4|4|2021-10-14||2021 35675790000000|Willow Grove Union Elementary|3|Even with the current COVID constraints on meetings indoors, Willow Grove is continuing to address decision making with parents in individual and small group conversations. Stakeholder surveys, monthly Board meetings and ongoing meetings with all parents continue and serve as the main avenue to solicit parent input for decision-making.|Willow Grove staff has had a consistent practice of open and frequent communication with the families of students. Many of the conversations and shared meetings with parents is currently a bit stifled due to COVID constraints. Most of the families are in such a rural area that they do not have access to internet for virtual meetings. Thus, the meetings with parents are held outside with the staff at this time or individually at cars. Everyone is making this work and look forward to reinstating our group meetings and family activity nights.|During the 2020-2021 school year, Willow Grove School administered a Parent Survey to parents of all students. The survey included questions regarding the level to which parents felt: a.) comfortable and welcome at the school site for conferences and meetings; b.) informed about their child's education and activities in school; c.) the learning needs of their child were being met; d.) satisfaction with school/campus safety. Since the enrollment at Willow Grove is so small ( currently 17 students), this allows for daily interaction between parent and school staff which increases the strength of the relationship between the two entities. Willow Grove staff continues to strengthen the ability to speak and communicate in the home language of each student's family. Besides daily or weekly communication with each family, a monthly newsletter is sent home with students which includes all meetings and activities for students and parents during the month. Willow Grove School looks forward to when the families can join for in-school activities and meetings again without the disruption of the COVID constraints.|4|4|3|4|4|3|4|3|4|2|4|4|2021-09-16||2021 35752590000000|Aromas - San Juan Unified|3|ASJUSD has continued to encourage parent engagement of underrepresented families through several avenues. For example, the schools offer English Learner Advisory Committee, Superintendent/ Principal Coffee Hour monthly, and Parent Universities focusing on topics of interest to our underrepresented families. In addition, we have implemented a new communication application, ThoughtExchange, to allow for more involvement by our underrepresented families to enable participation through an anonymous format in their native language.|ASJUSD presents many strengths in communicating with families. The student information system was updated to increase access to additional information about their child(ren) 's academic status. Families receive resources about learning, college opportunities starting in the primary grades, and community resources and opportunities. After the pandemic, we are increasing the monitoring and encouragement regarding the importance of attendance for our underrepresented families to improve and strive for higher attendance.|ASJUSD uses a variety of ways to communicate with families, including Parent Square, ASJUSD App, Remind, Apptegy website, and ThoughtExchange. Family communications are sent out on a daily and weekly basis or as needed. All communications are done in English and Spanish to ensure that English learners' parents receive communication in their primary language. In addition, the school offers a Superintendent/Principal Coffee Hour at each school site monthly to offer an opportunity to have two-way communication with staff and parents/guardians. Finally, we have increased the number of home visits to improve communication and support for underrepresented families to build relationships.|4|3|3|3|3|3|4|3|3|4|4|3|2021-06-23||2021 36103630000000|San Bernardino County Office of Education|3|"SBCSS provides multiple opportunities for parents to participate in decision making opportunities. However, an area of growth or improvement for SBCSS is the need to increase the ""pool"" of parents consistently participating in school site activities such as parent advisory committees and stakeholder planning meetings. Spring, 2020-21 LCAP parent surveys show that over 70% of parents feel parents participating as a team with staff is a significant factor in increasing student achievement but recognize time constraints as the primary barrier to parent participation. Through implementation of virtual options, varying timing of meetings, and providing increased opportunities, SBCSS hopes to eliminate this barrier."|SBCSS recognizes the value of parent involvement & family engagement. Families & schools need to collaborate to help children adjust to the world of school & beyond. This is particularly critical for children from families with different cultural & language backgrounds. Annually, SBCSS provides multiple opportunities & pathways for parents to stay informed of their educational rights & provide input into the educative process of enrolled students. Alternative Education programs provide Open House, Back-to-School Nights, School Site Councils, Pastries with the Principal among various other (site-specific) engagement opportunities to include parents and guardians in the educative process. This is a strength of SBCSS programs and provides a foundation for continued growth. A continued focus area for improvement for SBCSS programs relates to increasing the number of parents participating at certain events (including School Site Council meetings and LCAP meetings). The pandemic assisted in this endeavor by making virtual meetings a norm in most households. SBCSS will continue to utilize the option for parents to participate remotely in hopes to increase the number of parents/guardians participating in school meetings. SBCSS has also attempted to vary the start times and end times of various school site events to increase parent participation with varying degrees of success. To improve the engagement of underrepresented families, SBCSS Alternative Education programs is also transitioning towards including our parents/guardians in more of our professional development activities. This is a paradigm shift routed in equity, where we can provide training to both staff and parents along parallel and or complimentary subject matter. In addition, a consistent and mindful practice of removing barriers to inclusion in engagement activities is becoming routine (e.g., providing translators, child-care assistance, and transportation assistance).|"SBCSS Alternative Education programs consistently seek to partner with families and outside agencies to build partnerships that improve student outcomes. The SBCSS LCAP, Goal 2 focuses on ""Engagement"". Within our SBCSS Engagement Goal, we focus on initiatives such as Positive Behavior Interventions and Supports (PBIS) and ensuring parents have access to timely information and multiple options for participating in decision-making and other school activities. Through a collaborative approach between various staff and outside agencies, parents recognize the school as a resource, as evidenced by feedback received during stakeholder engagement opportunities during the spring of 2021. A focus for improvement for the 2021-2022 school year will be providing more timely communication to parents regarding available resources and community supports. During the 2021-2022 school year, we will be increasing staff support toward engaging parents and connecting them to available resources. To improve the engagement of underrepresented families, SBCSS is also making a consistent and mindful practice of removing barriers to inclusion in engagement activities (e.g., providing translators, child-care assistance, and transportation assistance)."|3|4|3|3|2|4|3|3|3|3|3|3|2021-06-07||2021 36103630115808|Norton Science and Language Academy|3|Parent and family engagement is a core practice at Norton Science & Language Academy. Parents are children’s first teachers and know their children best. Engaging with families is not only a legal mandate but a philosophically important to Norton. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. Norton Science and Language Academy provides numerous opportunities for families to support and be engaged each year. To keep families safe during the pandemic, the school used online surveys and forums to distribute and collect stakeholder feedback. The school discovered higher participation rates using these formats and intends to use both along with in-person feedback. For families that are unable to attend either, information will be distributed on paper or by phone. This community collaboration assists in designing and improving experiences for its students.|The Norton Science end Language Academy believes that parents and families are an integral part in the decision making of the school. Parents are invited to participate in a variety of activities and councils including: 1. School Site Council 2. English Language Advisory Committee 3. School Board Meetings (Parent Board Members) 4. Monthly Cafecito Meetings 5. Love and Logic Classes for Parents 5. Latino Family Literacy Project 6. CABE Project to Inspire 7. Parent Teacher Organization|The Norton Science and Language Academy will continue to utilize a Multi-tiered System of Support (MTSS) in order to monitor student progress in meeting the academic standards through the integration of evidence-based instruction, interventions, and assessments to address the full range of student academic and behavioral needs. Parents and families will continue to work as partners to make the best decisions when supporting students' academic and behavioral needs.|5|5|5|4|4|4|4|4|4|4|4|4|2021-11-08||2021 36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|3|Goal met SASCA-CV has made progress in building the capacity of and supporting the principal and staff to effectively engage families in advisory groups and with decision-making by having the principal enrolled in a cleared credential program and by providing admin support in the form of additional personnel almost every day. Staff also regularly take part in training that will allow them to effectively engage families in advisory groups SASCA-CV has made progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by actively participating with and supporting the parent groups such as the MOM Squad and WATCH DOGS parent advisory groups SASCA-CV has provided all families with opportunities to contribute input on policies and programs, and implement strategies to reach and seek input from any underrepresented groups in the school community in several ways, including: Surveys, electronic communication, face to face meetings with the Director of Student Services, actively participating with and supporting the parent groups such as the MOM Squad and WATCH DOGS parent advisory groups SASCA-CV has provided opportunities to have families, teachers, the principal, and district administrators work together to plan, design, implement and evaluate family engagement activities at school in several ways, including: Surveys, electronic communication, professional development, specific strategic meetings and by actively participating with and supporting the parent groups such as the MOM Squad and WATCH DOGS parent advisory groups|Goal Met SASCA-CV progressed in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by providing two weeks of Professional Development at the beginning of the school year, Professional Development days for teachers twice a month and by offering ongoing Professional Development opportunities for Administrators, Mentors and office staff SASCA-CV progressed in providing families with information and resources to support student learning and development in the home by offering remote learning opportunities including special services, intervention and enrichment options, online tutoring, live video-conferencing for social emotional learning and tech support. SASCA-CV progressed in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by offering in person and remote options to discuss student progress, including progress in special services. SASCA-CV progressed in supporting families to understand and exercise their legal rights and advocate for their own students and all students by offering in person and remote options to discuss, understand and exercise their legal rights and advocate for their own students.|Goal Met Stakeholder groups voiced specific strengths and progress and areas of improvement Participants indicated the greatest concern was for social emotional well-being of the students and staff. All stakeholders agreed that the response to the COVID-19 Pandemic will have negative effects on students for years to come, from both a social-emotional and academic standpoint. A plan to overcome these concerns are addressed in the LCAP SASCA-CV progressed in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families even during the pandemic year by communicating through a variety of mediums, regularly with all stakeholders. In one way that SASCA-CV progressed in creating welcoming environments for all families in the community was by providing meals to all families in need and providing meals to anyone under the age of 18 in the local community. Meal distribution was provided on Mondays and Wednesdays. SASCA-CV progressed in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children during the SCORE Conferences and throughout the year in meetings and other forms of direct communication with families. SASCA-CV progressed in developing multiple opportunities for the school to engage in 2-way communication between families and educators using language that is understandable and accessible to families by communicating in the language preferred by the families and having translators offered and available when needed.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-21||2021 36103633630761|Excelsior Charter|3|To fully engage our stakeholders Excelsior Charter Schools solicited and promoted stakeholder feedback and engagement through a series of site meetings, Zoom meetings, surveys, phone calls, public meetings, social media posts, parent and community notifications. Our intent was to fully understand our stakeholder needs in order to influence the academic and operational plans along with the associated budget planning. Excelsior's Staff strategic planning process was modified during the 2019/2020 and 2020/2021 school year due to the COVID-19 in-person restrictions. Staff, Parent, Student surveys were administered in March of 2020. A second survey was administered between May 2020 through the end of June 2020. A third survey was administered July 2020 through September 11, 2020. The school's website, Facilitation meetings, board meetings and social media platforms were used to solicit survey completion from all stakeholder groups. School site public meetings were held between all seven Excelsior school campus on March 9, 2020, March 16, 2020, March 30, 2020, April 7, 2020, April 28, 2020, May 4, 2020, May 11, 2020, June 8, 2020, June 15, 2020, August 17, 2020, August 24, 2020, September 7, 2020 and September 14, 2020. Excelsior Senior administration was present during each meeting to solicit input from students and parents. Several modifications captured in this document were discussed at the Excelsior Charter Schools public board meetings held on March 10, 2020, April 14, 2020, May 12, 2020, June 9, 2020, July 7, 2020, August 11, 2020 and September 8, 2020. We Excelsior will retain many of our stakeholder engagement processes, future stakeholder engagement will be better integrated into professional development site visits, student fishbowl activities, parent townhalls, socratic seminars, etc. The major elements of the Excelsior Planning Process calendar will include opportunities to receive stakeholder feedback that will be captured and included in the development of this plan. Stakeholder engagement will include English Learner Advisory Councils, student advisory groups, and parent advisory groups. To facilitate the alignment of the LCAP, district level goals and site level actions a strategic plan is used.|Excelsior’s Mission is to prepare students to be successful adults. This mission drives our decisions, actions and overall culture. Excelsior’s PLP is what is developed and discussed at each educational team meeting. Goal setting, SAT/ACT support, internships, course alignment, dual enrollment support, career exploration and more can all be found in the development of a student’s PLP. The planning and conversations such as these should not happen once or twice within a student’s high school career; it should be the focus and their “why” Our goal within our PLP is that when students graduate from Excelsior, they never have to ask themselves the questions “Now what?”, they are prepared with the tools, resources, and plan to achieve their post-secondary endeavors. Excelsior’s hybrid model allows students and families to tailor their education around the needs of each individual student. All students utilize the supported independent study through Excelsior’s Learning Management System, Canvas. Student may also enroll into supplemental support through workshops, or they may enroll in dual enrollment courses. This flexibility allows students and families to customize the support they need based off individual student academic and social emotional goals.|Excelsior Charter Schools works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school working together for the student’s education. Educational Team meetings consist of the student, parent/guardian and the facilitator (teacher) and are held at a minimum of once per month, or more frequently based on individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support.|5|5|5|5|5|5|5|5|4|4|4|4|2021-10-19||2021 36675870000000|Adelanto Elementary|3|AESD has a new Superintendent and Cabinet. We are currently monitoring the information this year as a new staff and will be providing a survey to parents/staff and students by March of 2022 to collect input/information on the needs of the district and what parents feel is going well and what they would like addressed, etc.|AESD has a new Superintendent and Cabinet. We are currently monitoring the information this year as a new staff and will be providing a survey to parents/staff and students by March of 2022 to collect input/information on the needs of the district and what parents feel is going well and what they would like addressed, etc.|AESD has a new Superintendent and Cabinet. We are currently monitoring the information this year as a new staff and will be providing a survey to parents/staff and students by March of 2022 to collect input/information on the needs of the district and what parents feel is going well and what they would like addressed, etc.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-29||2021 36675870128462|Taylion High Desert Academy/Adelanto|3|Taylion High Desert Academy measures its progress of Input for Decision making annually and seeks input from its stakeholders (Parents, Students, Staff, and Community) through surveys, parent meetings, and one-on-one old-fashioned feedback. Decision-making and parent input are highly encouraged and welcomed along with the philosophy of continuous improvement.. Taylion High Desert Academy parent/guardian feedback has focused on the improvement of Math and English Support and graduation rate.|Taylion High Desert Academy strives to be a holistic learning environment for each of its students which means that the students' families are also supported and valued. PAC meetings (Parent Advisory Council) are held with parents and students to gather their input. Additionally, student events complying with Covid compliance are held and hosted by Taylion which includes community clean-up days, volunteer opportunities, etc. THDA also is committed to recognizing our families and student achievements by holding award ceremonies that honor various student achievements along with providing family meals for special occasions.|THDA is developing professional learning opportunities for teachers to improve their understanding of ways to reach out and connect with the surrounding community. However, bi-annual parent meetings and progress reporting offer all teachers the chance to communicate with parents/guardians on their students' academic progress by reviewing Renaissance STAR progress assessments as well as course assignments and grades, Additionally, the THDA's homeschooling program offers parents/guardians guidance in schooling their children with the various curriculum and expectations.|3|5|4|3|3|5|4|4|3|3|4|4|2021-10-21||2021 36675950000000|Alta Loma Elementary|3|The Alta Loma School District has increased membership in the LCAP Advisory Committee over the last 3 years by increasing the number of participants, and ensuring that parents and guardians representing all of the subgroups, especially English Language Learners, Low Income and Foster Youth are included. The LCAP Advisory also includes certificated teachers, classified employees and administrators. In the spring of 2021 the Alta Loma School District contracted with Hanover Research to improve the ability to survey for community input and receive professional analysis of the surveys. An area of improvement for community input would be to continue to grow participation of parents and guardians in the District English Learner parent group and the Parent group representing Title 1 students. A School Ambassador role has been created for Title 1 schools to encourage and increase participation of underrepresented families.|The Alta Loma School District has provided an annual Parent University with a theme on parenting and supporting students in school. This included a key note speaker and break out sessions with topics such as Google Classroom, Early Reading and Writing Strategies for parents, understanding mathematical practices for parents and how to motivate and support homework. A focus area is to expand these parent opportunities to monthly presentations using a virtual platform. This allows for increased parent and guardian participation, and expands the menu of topics for all parents. The newly added Parent Ambassadors at the Title 1 sites will be striving to ensure underrepresented families feel comfortable to participate and have the technology needed to join the sessions.|The Administrative Team, along with site based teacher teams, have engaged in training in Equity and Cultural Proficiency. This training has emphasized the importance of building relationships and trust with families, especially reaching parents and guardians who may not feel comfortable in school settings. A focus area is to expand this training and work to all staff who interact with students and families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-09||2021 36676110000000|Barstow Unified|3|Barstow Unified has experienced a high volume of new administrators to our district. In many cases, these administrators are new to the field of administration itself. In response to this, BUSD has partnered with a consulting group to offer additional training for each of the new administrators that will focus on parent outreach and engagement with the school sites. This program will support our site administrators with many aspects of their job including working with school families to develop opportunities for input with decision making. BUSD also requires regularly scheduled school site councils and English learner advisory committees at every school site. This requirement is also monitored via the metrics in the goals of the BUSD LCAP. Each year, BUSD convenes a district level LCAP committee which includes all statute required groups as decision makers. An area of improvement that has been identified for BUSD is the need to formally engage families with a process to elicit input, generate ideas, and respond to needs. The partnership with SBCSS will support this endeavor and also give parents a true voice in decision-making.|Barstow Unified School District is launching a Social Emotional Learning initiative in which all staff will be trained with new tools for supporting student emotional growth. As part of this training teachers will also learn new techniques for engaging families with SEL needs for students that can be explored and utilized in the home setting. The program will also incorporate a monitoring system that will allow school personnel to share data and information with families regarding topics of learning and student progress with social emotional learning. Improving the relationships that schools and the district office has with underrepresented families is paramount to student success. BUSD will partner with San Bernardino County Superintendent of Schools to develop and implement a parent program designed to engage parents and foster an environment for parent learning opportunities and access to school personnel and programs. This program will be implemented at various schools with the expectation that parents will take part. It is the district expectation that school leadership will champion this program so as to engage underrepresented families.|Barstow Unified utilizes school site councils, English learner advisory committees, and other parent involvement programs to create an environment that fosters parent participation and connection to the school community. The BUSD LCAP also includes metrics that measure the consistency and frequency of these meetings on a yearly basis. Each site was able to meet the district expectation for this metric during the 20-21 school year. Improving the relationships that schools and the district office has with underrepresented families is paramount to student success. BUSD will partner with San Bernardino County Superintendent of Schools to develop and implement a parent program designed to engage parents and foster an environment for parent learning opportunities and access to school personnel and programs. This program will be implemented at various schools with the expectation that parents will take part. It is the district expectation that school leadership will champion this program so as to engage underrepresented families.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-22||2021 36676370000000|Bear Valley Unified|3|On the Parent and Family Engagement Reflection tool with a 1-5 rating, the district’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making: 3.7; the district’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making: 3.6; the district’s progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community: 3.5; the district’s progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels: 3.5. BVUSD values the input of all stakeholders. Multiple decision making meetings were held with parents, including LCAP meetings and meetings dealing with the issues presented by COVID-19. Administrators, Teachers, Staff, Parents (including parents of English Learners and parents of students with disabilities), Credentialed/Classified Staff Association Representatives, Child Welfare and foster youth representatives, and community members were in attendance at these meetings. All meeting announcements are sent via Facebook, emails, dial outs, and posted on the district website. BVUSD also uses the district-wide app to enhance communication. Additional opportunities for input were offered. In 2020-2021, discussions continued regarding the reopening of schools within the guidelines of the California Department of Public Health, as well as the closing of one of our Elementary sites and reconfiguration of school attendance boundaries. Areas of strength remain our open communication and welcoming of parent input. A challenge continues to be the direct involvement of parents in decision making. To ameliorate these challenges, meetings are in the mornings and evenings, Chromebooks are provided on-site for parents to respond to surveys, and hard copies are available. Parent input aligns with LCAP Goal 1) Increase percentages of students who are on track to graduate college and career ready, specifically Actions and Services 2, 10, 12, 13, and 14 that provide additional support with small class sizes and intervention opportunities. LCAP Goal 2) Providing an environment that is conducive to learning, specifically Actions and Services 10 and 11 which provides a full time elementary counselor and a full time Chautauqua counselor to address the social and emotional needs of our students during this difficult time. LCAP Goal 3) Increase engagement level of students, Actions and Services 3 which offers CTE Aviation class at Big Bear High School. These programs were added as a direct result of parent input.|According to the Parent and Family Engagement Reflection Tool, on a scale of 1 (exploration/research phase) to 5 (fully implemented and sustainable), the district’s progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families: 3.7; the district’s progress in providing information and resources to support student learning: 3.7; the district’s policies or programs to provide a way for parents and teachers to meet to discuss student progress: 3.6; the district’s progress in supporting families to understand and exercise their legal rights and advocate for their own students: 3.6. BVUSD offers multiple opportunities for partnerships with families to ensure positive student outcomes while giving families information and resources to support student learning at home. Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings are held at each site. Each site also has a Booster club made up of volunteer parents. At BBHS, Parents in Support of Academics and Bear Backers support students on all athletic teams. On Financial Aid Night, scholarships, college finances, and the college application process are discussed to facilitate the partnership between counselors and students as they look at post secondary education. BBHS also offers “Freshman Orientation” to familiarize incoming freshmen with the staff and logistics of navigating high school. In the fall, Elementary and Middle School sites hold parent conferences to discuss the academic progress of students. These opportunities and support for our students serve to strengthen the parent and BVUSD staff partnership. This year due to COVID restrictions, obtaining input was a challenge as several of the activities above were canceled or held via Zoom. Another challenge regarding parent involvement continues as many of our parents work outside the home and many jobs in Big Bear are seasonal causing certain levels of transiency within local families as well as several families having difficulty maintaining their jobs and housing during COVID. To continue to build these partnerships, teachers utilized Google Classroom to keep parents and students informed; parents can access a parent portal in our student information system, and many teachers use additional apps that communicate with parents online. Additionally, BVUSD has an app that can be downloaded on a cell phone for site and district updates. The app currently has 1111 users who use the app for information on a regular basis.|During this difficult year, multiple measures were used to involve all stakeholders as decisions were being made. Multiple virtual decision-making meetings were held with parents to gather input regarding the district’s response to COVID restrictions, safety precautions, student needs, as well as the closing of one of our elementary schools due to declining enrollment. Parent Meetings were held on April 21, 2020; January 21, 2021; April 15, 2021; May 11, 2021. In addition, three LCAP committee meetings were held throughout the year, which included parents and students. In May 2020, a survey asking for input regarding the reopening of schools for fall, 2020 had 1306 responses. Of the stakeholders who responded, 53% preferred to return to school full time while 31% preferred the hybrid model, and 16% preferred to stay with 100% Distance Learning. In September 2020, another survey was sent out to gather parent input regarding decisions at the sites and 484 parents responded. Since the State was not allowing full time student return, this survey only offered three available options. Of those who responded 78% preferred the hybrid model, while 20% preferred to remain on Distance Learning and 2% preferred to remain in Bear Valley Virtual Academy. In addition to the locally created surveys, the Parent and Family Engagement reflection tool was sent to parents in March 2021. Thirty-five parents responded, and rated the following areas on a scale of 1(exploration/research phase) to 5 (fully implemented and sustainable): the district’s building of trustful and respectful relationships: 3.9; the district’s progress in creating a welcoming environment: 4.0; the district’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children: 3.5. This sample size is small and the results should be interpreted with caution. BVUSD’s strengths are in the areas of relationship building as we continue to maintain an “open-door policy”, provide opportunities for input via surveys, and site meetings such as School Site Council, English Learner Advisory Committee, and Booster clubs at each site.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-14||2021 36676520000000|Chaffey Joint Union High|3|The District provided opportunities for principals and staff to grow in their ability to engage families in a variety of ways and adapt to the circumstances set forth by COVID-19. By working collaboratively with a Director of Community Relations, schools planned virtual events/forums, as well as in-person drive-thru events that attracted parents to schools to learn more about the educational opportunities and support available to their students and families. These virtual events included Coffee with the Principals, English Language Advisory Committees, and parent training. By increasing virtual parent training opportunities and ensuring parents were informed regarding District policies and procedures related to distance learning, the District has seen a significant increase in the capacity of families to effectively engage in advisory groups and to participate in decision-making. For example, in 20-21, over 5,402 parents and family members participated in virtual training opportunities. It is through the establishment of welcoming environments and providing the opportunity for collaboration between parents and school site staff that the District believes that well-informed decisions can be made. Moving forward, the District will increase professional learning opportunities for staff to engage parents in advisory groups and decision-making forums in both a virtual and in-person setting. The District has established African American Parent Advisory Councils on two of its eight comprehensive high school sites and is committed to the development of these councils District-wide. The District has worked to develop strategies to reach and seek input from underrepresented groups in the school community by mailing information regarding parent meetings held as a direct response to the limitations placed on the community by the pandemic. The District’s Director of Community Relations and Executive Director of Equity and Inclusion worked to increase the participation of parents of unduplicated students to further support students’ transition to in-person learning. The District adapted to provide virtual access to parents to attend meetings and trainings. Several virtual meetings were held throughout the 20-21 school year to collaborate with parents regarding the identification of students’ needs as a result of the pandemic. These parent trainings increased parents’ ability to confidently manage the impacts of the pandemic on their families. Through both the District and site LCAP virtual meetings, parents identified their top priorities for the District’s return to in-person instruction in the fall; this data significantly influenced the District’s direction for the 21-22 school year. The District will continue to work to broaden the participation of parents from diverse groups and provide the opportunity for them to engage with the District and its schools, both in-person and virtually, as the school community transitions back to in-person events.|Parents remained eager to partner with schools and the District to remain abreast of any information regarding the rapid shift to distance learning and the essential and academic resources available to them to support their students’ academic success. The District and school sites strived to continue to provide engagement opportunities to parents that would equip them with strategies to support their students' learning and social-emotional well-being. The pandemic significantly impacted many families across the District, and in response, the District provided training opportunities for parents in the areas of instructional technology, social-emotional learning, mental health, and financial aid for college. Additionally, the District held meetings regularly with families of English learners through various trainings held during English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and school site meetings to provide families support to understand and exercise their legal rights and advocate for their own students and all students. Teacher Librarians will continue to provide training and materials that address topics of equity, literacy, and instructional technology. The expanded team of Instructional Coaches will provide professional learning opportunities to staff that will foster a positive school climate, ensure equity and access, and support students' social and emotional well-being as students return to in-person instruction. The District maintains policies and practices that invite and support parent engagement. Currently, Board Policy 1090.1 (School/Community Relations) serves as the District’s parent and family engagement policy. The Policy outlines how the Superintendent, Board of Trustees, and leadership are committed to the following: ? Helping parents develop skills to use at home to support students’ academic efforts and social development. ? Providing parents with techniques and strategies that they may utilize to improve their students’ academic performance and to assist their students in learning at home. ? Building consistent and effective communication between the home and the school, and training teachers and administrators to communicate effectively with parents. ? Integrating parental involvement programs into each school’s master plan for academic accountability. ? Eliciting input from community employers to ensure that current job readiness skills are integrated into the core curriculum. ? Providing regular reports to the community at large regarding the effectiveness of its programs and practices. The Family and Community Engagement (FACE) policy is addressed in each site’s School Plan for Student Achievement. The FACE Team of parents and staff will reconvene to draft a vision and a policy since its development was interrupted by the COVID-19 pandemic. The District will continue to provide intentional support for school site staff in building capacity to partner with families.|The District prioritizes parent engagement in Goal 4 of its LCAP and commits to “maintain effective communication, provide family and community engagement opportunities, and strengthen relationships with all stakeholders.” In 2021, the 2021 stakeholder survey was structured differently in comparison to 2019. Stakeholders were asked to prioritize metrics, as opposed to identifying the degree to which each metric was carried out that school year. Continuing to increase family engagement opportunities remains a priority. Through the meetings, parents affirmed the importance of working in partnership with the school and District to ensure positive outcomes for students in a post-pandemic era. The COVID-19 pandemic presented challenges to building trusting relationships between families and their schools. Both the District and school sites adapted to virtual platforms to host opportunities for stakeholders to collaborate with staff, learn about existing supports for their students’ transition to distance learning, participation in engagement opportunities. Schools rapidly shifted to hosting drive-thru events to connect with and distribute resources to students and their families. In a continued effort to better understand each family’s strengths, cultures, languages, and goals, each staff member attended a professional learning opportunity that addressed anti-racist and equity-focused instructional practices, in addition to social-emotional training sessions held throughout the school year. To foster two-way communication, the District provided tools to facilitate communication. All schools used the Canvas Learning Management System for academic progress monitoring/messaging. Students also had access to email between school personnel, students, and parents. An automated caller system was used that enabled quick, up-to-date phone messaging. The District provided Language Line interpretation services for immediate translation. The service allows a trained school employee to access an interpreter to translate most languages. The District has seen an increase system usage since its 2018 implementation for 11 languages (Mandarin, Spanish, Vietnamese, and Arabic). The District maintained communication with parents/guardians regarding engagement opportunities via increased mail notifications, personal visits made, website updates, Canvas, and Outlook email. The District provided informational documents and messaging in Spanish, and when possible, Chinese. Translated documents/communications include an LCAP-at-a-Glance, program/training announcements, recorded messages, website translation, and Language Line real-time translation services. The District will continue to explore and implement strategies to make school accessible for all parents, especially parents of unduplicated students, and support the capacity of staff to build positive relationships upon students' return to in-person instruction.|5|5|3|4|3|5|4|5|5|5|5|5|2021-06-16||2021 36676780000000|Chino Valley Unified|3|There are many examples that highlight CVUSD’s strength in decision-making. CVUSD’s Family Engagement Center is the central location for parents, families, staff, and community members to participate in training and workshops for the purpose of learning how to engage in the decision-making process at the school site and district level. The primary focus of the professional development and trainings is to build relationships with parents and families. In essence, all stakeholders feel they are welcomed and encouraged by principals and staff to advocate for all students by participating in a decision-making committee. School sites offer parents multiple opportunities to participate in leadership roles such as School Site Council, PTA/PTO/PFA, District English Language Advisory Committee and English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention System parent representative, and Gifted and Talented Education Advisory committee. Translation services are provided in order to encourage parents to attend these decision-making forums and be active participants. By offering a variety of platforms for meetings and workshops in a comfortable risk-free environment, parents can share concerns, make suggestions, and ask questions and a diversity of stakeholders is represented. District leaders attend, participate, and even present at meetings and facilitate the engagement of parents and families, which sends the message to parents that home-to-school partnerships is a priority in CVUSD. Interactive strategies are utilized during this meeting to seek input on policies and programs such as School Plan for Student Achievement, Local Control Accountability Plan Actions and Services, District Annual Survey, CDE Dashboard data and any other data related to the progress of underrepresented students. All families are provided the opportunity to give input on topics related to the academic achievement of underrepresented students. In addition, site administrators work with parents in informal settings such as Coffee with the Principal, Ask the AP, Donuts with Dads, Muffins with Mom, and Pro-Dads where the agenda is parent generated. Areas for improvement in increasing participation include decision-making advisory school site committees and the English Learner Advisory Committee to strategically plan and hold meetings virtually or in-person based on parent input. The district is one of twelve districts in Cohort II across the state of California that is participating in the Community Engagement Initiative through the California Collaborative Educational Excellence. Through this process, the district will continue to identify areas of successes and improvement related to engaging the community. Participants include various representatives from the school communities including parents, certificated staff, classified staff, community members, and administration.|Chino Valley Unified School District (CVUSD) has created a strong connection with parents and families. CVUSD conducted a training and implemented a district-wide Customer Service protocol in support of ensuring a welcoming environment throughout the district. Based on the district annual parent survey, 86% of our parents agree that staff members and families treat each other with respect and 93% agree that families are encouraged to attend school-sponsored activities. The district offers multiple opportunities for parents to participate in several advisory committees. This allows them to share input and to voice any questions or concerns. The Family Engagement Center offered 39 workshops for parents, staff, and administrators to build skills, knowledge, and relationships in order to fully participate in the decision-making process. Parents were encouraged to participate in the following decision-making committees: School Site Council, DELAC, LCAP and ELAC. In order to remove any language barriers and ensure understanding of district communications, translation services are available at all CVUSD meetings. In addition, 20 Spanish and 3 Mandarin bilingual clerks provide parents and families translation services to help foster two-way communication. CVUSD also has 11 school community liaisons that assist parents and families, bridging the home-school connection by providing parent workshops and engagement opportunities. CVUSD’s Family Engagement Center builds on strong relationships with parents and families by implementing Partnership for Learning Network (PFLN) and the Six Types of Parent Involvement (Dr. Joyce Epstein). Each school site has an Action Partnership Team (APT) which is composed of parents, teachers, and administrators. The APT meets with other school sites at the Family Center 3 times per year to continue the development of parent engagement. The Family Engagement Center has provided 43 workshops for teachers, staff, and administrators. These workshops addressed how best to support parents and families with struggling students in core academic areas. Workshops were also conducted on building and strengthening relationships with underrepresented families through effective home visits. CVUSD is a diverse community with 46 different spoken languages, with English as the predominant language, Spanish as the second most populous language and Mandarin as the third top language. In order to strengthen relationships between school personnel and families, staff will be provided training and support to learn and improve in understanding each family’s strengths, cultures, and language through Cultural Competency Professional Development.|CVUSD continually builds partnerships to strengthen student outcomes, providing families with information and resources to support student learning and development in the home. The Family Engagement Center aligns its practices with Dr. Joyce Epstein’s Six Keys of Involvement. The Center provides information and resources on the developmental stages of learning and the academic expectations for students that will support parents at home such as transitions between milestone grade levels, early literacy foundational skills, and accessing technology websites that support reading comprehension, writing, and math skills. All schools in CVUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home-to-school and provide information on family engagement activities that impact student learning and social-emotional growth and development. Grade level teams and department teams at each of the school sites collaborate to develop activities to support school goals. School Site Councils monitor and provide feedback on the compacts to ensure goals are aligned with the School Plan for Student Achievement and Local Control Accountability Plan. The purpose of the Partnerships for Learning Network meetings is to provide family engagement resources, activities, strengthen the Action Partnership Team and guidance to increase academic and social-emotional growth for students. CVUSD demonstrates its strength in building partnerships for student outcomes based on a plethora of resources such as AVID parent nights, PBIS parent workshops, parent and student-led conferences, Multi-Systems of Support, counseling groups, and intervention teachers to provide service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team meetings, Individualized Educational Plan meetings, and home visits. Additionally, school community liaisons are trained at the center with tools to support school sites with resources that increase and sustain family engagement. District and parent representatives attend county meetings together to network with other school districts and obtain county resources. Two other avenues, the HOPE Center and the Community Resource Book, were created for underrepresented families. Based on district annual surveys and stakeholder input, the district will continue to use the practice of visiting student’s homes to build relationships with families through a positive and respectful practice. The Family Engagement Center has adopted the US Department of Education’s Dual Capacity Building Framework (Dr. Karen Mapp, Harvard University), a research-based practice focused on building both parents and staff capacity to work together in partnership and will continue to implement these practices as an area for improvement.|4|4|4|4|4|4|4|4|4|5|4|5|2021-05-06||2021 36676940000000|Cucamonga Elementary|3|Cucamonga School District has a strong commitment to include all underrepresented families within the decision making processes. All families are included to participate in all decision making advisory groups and are included within School Site Councils, District Advisory Councils, ELAC, and Lcap decision making bodies. The number of underrepresented families participating continues to increase as evidenced by our participation rates. An area of improvement for improving engagement of underrepresented families will be to continue to search and explore alternative modes of communication to ensure all families are receiving adequate notification of participation opportunities.|Cucamonga School District has a strong commitment to include all underrepresented families within the decision making processes. All families are included to participate in all decision making advisory groups and are included within School Site Councils, District Advisory Councils, ELAC, and Lcap decision making bodies. The number of underrepresented families participating continues to increase as evidenced by our participation rates.|Cucamonga School District has a strong commitment to include all underrepresented families within the decision making processes. All families are included to participate in all decision making advisory groups and are included within School Site Councils, District Advisory Councils, ELAC, and Lcap decision making bodies. The number of underrepresented families participating continues to increase as evidenced by our participation rates.|4|3|3|4|4|4|4|3|4|4|4|4|2021-06-17||2021 36677020000000|Etiwanda Elementary|3|Survey results, stakeholder feedback and additional documents examined through the self-reflection process indicate Etiwanda schools seek opportunities to engage families in the decision making process. A focus in this area is to continue efforts to plan and design family engagement activities through various platforms that provide participation options.|Survey results, stakeholder feedback and additional documents examined through the self-reflection process indicate Etiwanda schools partner with and support families so they can exercise their legal rights and advocate for their students. A focus in this area is to continue efforts to engage busy families through multiple pathways.|Survey results, stakeholder feedback and additional documents examined through the self-reflection process indicate Etiwanda schools maintain welcoming environments and school personnel have developed trusting, respectful relationships with families that have been built through multiple opportunities to engage in two-way communication. All school staff participate in training related to cultural responsiveness. Areas to focus on include continuing efforts to provide training for all staff members and consistent communication between certificated and classified personnel.|5|4|4|5|4|3|5|3|3|3|3|3|2021-06-23||2021 36677360000000|Helendale Elementary|3|Meetings continue to be hosted and participation encouraged to provide ways to improve school safety. Events such as Strategic Planning and School Site Council are just examples of ways that parent input is sought and valued. Members of the School Site Council are encouraged to provide input on the School Site Plan for Student Achievement. All parents are encouraged to provide input on what the next steps f the District should be to improve performance. The District will continue to invite parent participation through events that are held at the elementary school such as Harvest Festival, Hawk Night, Dr. Seuss Night, Back to School, Open House, and Parent Conferences. The middle school hosts the saem types of events in order to ensure parent input as well. The input of all is taken seriously and valued in order to improve school and District results.|By building academic presence with all families through communication. By providing models for the staff of the district in order to communicate effectively with parents. The District has held trainings on Edmentum usage as well as ways to have more of a presence using Google Tools. Training staff on effective methods of communication between families and staff members was a focus during the pandemic that continues to reap benefits as we return to school and parents and staff continue to communicate effectively about academic results that in turn lead to grades earned. The District has also improved it's systems for student study teams in order to allow for students to get the support required without the need for qualifying for additional programs.|The LEA continues to see Communication as the key to success and therefore should also be the key ingredient that always needs attention to improve. The LEA has improved it's communication through an online media presence as well as a push to communicate with all parents on a regular basis through video presentations. The LEA sees that online communication can continue to improve through more social media outlets such as Twitter and Instagram and having a presence by communicating through those venues.|4|3|4|4|4|4|3|3|4|3|4|4|2021-06-21||2021 36677360116723|Academy of Careers and Exploration|3|Meetings continue to be hosted and participation encouraged to provide ways to improve school safety. Events such as Strategic Planning and School Site Council are just examples of ways that parent input is sought and valued. Members of the School Site Council are encouraged to provide input on the School Site Plan for Student Achievement. All parents are encouraged to provide input on what the next steps f the District should be to improve performance. The District will continue to invite parent participation through events that are held at the secondary school such as curriculum noghts, Back to School, Open House, and Parent Conferences. The middle school hosts the same types of events in order to ensure parent input as well. The input of all is taken seriously and valued in order to improve school and District results.|By building academic presence with all families through communication. By providing models for the staff of the district in order to communicate effectively with parents. The District has held trainings on Edmentum usage as well as ways to have more of a presence using Google Tools. Training staff on effective methods of communication between families and staff members was a focus during the pandemic that continues to reap benefits as we return to school and parents and staff continue to communicate effectively about academic results that in turn lead to grades earned. The District has also improved it's systems for student study teams in order to allow for students to get the support required without the need for qualifying for additional programs.|The LEA has created an environment where it is safe to ask questions and seek clarification when something has been challenging to understand. Use of parent nights have been one step to build a process to communicate effective strategies the school uses to improve based upon parent input. The LEA is looking at Focusing improvement of engagement of parents through additional evenings and different media sources to allow parents to interact with.|4|3|4|4|4|4|4|4|3|3|3|4|2021-06-21||2021 36677360128439|Empire Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. Families are involved in our WASC visits as well as in visits from our authorizer. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups, including District English Learner Advisory Committee (DELAC), and to collaborate with leadership for decision-making. We will collaborate with our Equity, Diversity, and Inclusion Team to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture, which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and/or newsletters. Personalized learning goals for every student are established in partnership with their families, so students work on goals in the school and home setting. Programs have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers’ and leaders’ abilities to partner with families. The school recognizes the need to be more intentional about the specific things teachers should do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families, especially underrepresented families. We have many bright spots across the school, where leaders are doing this quite well, and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA, and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide, we are focused on professional development for staff that strengthens their abilities to support students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures, traditions, and rituals. Also, we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips, and clearly communicating these opportunities to families. We have an Equity, Diversity, and Inclusion Team in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students and families are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2021-06-10||2021 36677360130948|Independence Charter Academy|3|Meetings continue to be hosted and participation encouraged to provide ways to improve school safety. Events such as Strategic Planning and School Site Council are just examples of ways that parent input is sought and valued. Members of the School Site Council are encouraged to provide input on the School Site Plan for Student Achievement. All parents are encouraged to provide input on what the next steps f the District should be to improve performance. The Charter will continue to invite parent participation through events that are held at the secondary school such as curriculum nights, Back to School, Open House, and Parent Conferences. The middle school hosts the same types of events in order to ensure parent input as well. The input of all is taken seriously and valued in order to improve school and District results.|By building academic presence with all families through communication. By providing models for the staff of the charter in order to communicate effectively with parents. The Charter has held trainings on Edmentum usage as well as ways to have more of a presence using Google Tools. Training staff on effective methods of communication between families and staff members was a focus during the pandemic that continues to reap benefits as we return to school and parents and staff continue to communicate effectively about academic results that in turn lead to grades earned. The Charter has also improved it's systems for student study teams in order to allow for students to get the support required without the need for qualifying for additional programs.|The LEA has created an environment where it is safe to ask questions and seek clarification when something has been challenging to understand. Use of parent nights have been one step to build a process to communicate effective strategies the school uses to improve based upon parent input. The LEA is looking at Focusing improvement of engagement of parents through additional evenings and different media sources to allow parents to interact with.|4|3|4|4|4|4|4|4|3|3|3|4|2021-06-21||2021 36677360136069|Sage Oak Charter|3|The school currently has three advisory groups: School Site Council, English Learner Advisory Committee, and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback survey throughout the year and hosts live and recorded trainings to see input from all stakeholders. Given our independent study model, teacher and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, STEM day, parent training days, and monthly professional learning committee (PLC) meetings. It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.|Our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, school site council and EL advisory council meetings, and governing board meetings.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, school site council meeting, English learning advisory council meetings, board meetings, and teacher/parent meetings. The school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbook contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|5|5|5|5|5|5|5|5|5|5|5|5|2021-07-15||2021 36677360136937|Vista Norte Public Charter|3|The school has asked parents to provide some feedback using student surveys. However, the school has not shared the outcome and next steps after gathering feedback. The school could better utilize multiple channels of communication, such as social media and text. The school will benefit from having a parent committee that can support with feedback and improvement of the school model. Teachers will elicit the support of stakeholders in the creation of these committees with their school administrator. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. Parents that attend the Parent Advisory Committee meetings feel empowered to ask questions concerning the school’s policies and programs. They also are more aware of the school site activities. Not all the parents receive invitations to the school activities and events. The school is working on reaching all parents/guardians, so that they are more aware of the opportunities our school provides for their students. The ability to use technology via our school app/email/text will help with connecting to more families. The school can improve by engaging underrepresented families through personal phone calls in their primary language (such as Spanish) and invite them to meaningful school decision-making events such as ELAC meetings and LCAP stakeholder meetings.|The school does a good job at responding when parents need information. The school, however, can improve in creating opportunities for parents to learn more and develop in their strategies to support students. Additionally, the school should inform parents of their rights and how to further advocate for their children. The school’s community liaison, counselors and other personnel will continue to investigate community partnerships to increase parents’ knowledge and connection to resources. Parents report that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent stated, “The staff seemed to have a really good grasp of what they were doing, and they did a really good with emotional needs.” The school meets with parents/guardians at the beginning of the year to plan out their student’s courses for the year. Regular check-in occurs monthly. The school places focus on communicating parental/guardian educational rights with all families. This will be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and ELAC meetings. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, administrators, and the teachers to improve their student learning, progress and exercising of their legal rights.|Overall, the school is doing well at providing opportunities for parent engagement. The pandemic closure of 2020-21 has necessitated a change in how parents engage with the school on an individual and group basis. The school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school staff and administration. Throughout the school year, school administrators offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to communicate flyers, notices, and school-wide messages. The school can improve by providing targeted engagement for underrepresented families. For example, the school can offer Spanish Speaking Parent Nights to ensure parents feel valued and can also provide feedback and collaboration in their first language. The school can continue to improve by expanding outreach for recruiting stakeholders for their input at ELAC and school-wide meetings. Parent outreach has greatly improved at the school and participation numbers increased this year. 21 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, more than 525 parents attended orientation, conferences and awards last year. Parents shared that our school has built trust with students and parents. One parent shared, “For now, I am getting a lot help from the teachers. They help translate with Spanish,” and another shared, “The school does a great job making a welcoming environment.” The school can improve communication and parent involvement by having more parent-teacher conferences and communicating with parents in their primary language in a way that is designed to elicit two-way communication. The school survey showed that 88% of the parents agreed that they feel it was easy to contact their teacher. To improve engagement of underrepresented families, the school will ensure that Spanish speaking families all receive translation services both oral and written when necessary.|4|4|4|2|4|3|3|5|3|3|3|3|2021-06-14||2021 36677360139576|Excel Academy Charter|3|EACS annually measures growth and progress by seeking input and feedback from stakeholders through annual surveys, teacher/student/parent meetings, board meetings, and through program participation in SSC, ELAC, and PAC meetings. EACS reports results and feedback to the staff, local governing board, and to all stakeholders. Since COVID-19 hindered teachers from meeting with students and parents in person, EACS ensured that communication remained a top priority and focused on strengthening collaboration, engagement, and participation of underrepresented families by providing meaningful virtual support, guidance, and resources. Through recurring Zoom sessions, ParentSquare (the school’s main platform to streamline communication), the EACS Handbook, monthly newsletters, staff and teacher-led webinars, phone calls, emails, and specific notifications on all social media platforms, family engagement remained strong and successful.|Parents/guardians are informed of their rights as well as student rights. The School-Parent Compact is updated yearly and included in the EACS Handbook and website. If a parent is a non-native English speaker and requests notifications and documentations in their home language and/or a translator, their request is granted and information is presented in their home language. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title I Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or the home language and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|EACS is committed to encouraging parental participation and involvement by providing flexible, personalized learning through a customized course of study that will educate, motivate, and instill a love of learning in each individual student. Parents are provided with training and learning opportunities, in addition to workshops on a variety of topics, for example, EL progress and the reclassification process, parent portal resources, webinars, curriculum menus, Parent Summit informational, Back to School events, and ToR parent training. Teachers and parents work closely to foster a positive relationship that maintains high expectations and promotes academic excellence for all students creating the next generation of leaders. Parents are informed of all communication tools that are available to provide them direct access to their teachers, staff, resources, and all school related meetings. All school related notifications, meeting agendas and minutes, approved policies, and community informationals and events are readily made available through ParentSquare and the EACS website and handbook. The LEA’s Title 1 Coordinator, Intervention Coordinator, and school counselors actively continue to reach out to homeless and foster youth, and students needing academic and social emotional support. Parents/guardians are informed well in advance and encouraged to attend all quarterly SSC, ELAC, and PAC meetings. The minutes, agendas, and recordings are posted on the EACS website. EACS is working to find ways to enhance and encourage more parent/guardian participation in SSC, ELAC, and PAC meetings. EACS is moving in the direction of providing parents/guardians and students opportunities to promote and shed light on multicultural awareness by focusing on heritage, customs, and traditions through discussions and presentations that will inspire greater attendance.|5|5|5|5|5|5|5|5|5|5|5|5|2021-08-19||2021 36677770000000|Morongo Unified|3|MUSD's strength in the area of seeking input for decision making is our progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Over the last two years, we have created multiple ways for parents to provide input as we navigated the ever-changing conditions of the pandemic. These lessons have improved our ability to reach our stakeholders to gain their input. Our weakness is our progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. MUSD has planned professional development on School Site Council protocols in order to improve this process and increase the input from families and other stakeholders.|MUSD's current strength in building partnerships for student outcomes is our policy of teachers meeting with families and students to discuss student progress and ways to work together to support improved student outcomes. We have implemented multiple ways of communication; through the parent portal, district-approved applications, emails, and home visits, as well as traditional forms of conferences. Using this multi-faceted approach allows teachers to connect with parents in the way that best fits their schedules and lives. Our focus area will be providing professional learning and support to teachers and principals to improve a school's capacity to partner with families. One area of focus will be providing professional development in creating and operating a site-based management committee.|An area of strength for building relationships is our progress in creating a welcoming environment for all families in the community. MUSD has offered professional development in this area and continues to providing coaching. Our area of weakness is developing multiple opportunities for the LEA and School Sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families|3|3|3|3|3|3|4|3|3|3|3|3|2021-06-29||2021 36677850000000|Mountain View Elementary|3|The District sought input from the Stakeholder Parent Advisory Committee (SPAC), District English Learner Advisory Committee (DELAC), and the District Curriculum Council (DCC). These groups rate the District as “Full Implementation” or above in all areas. One key strategy in this area has been the use of the California Schools Parent Survey (WestEd). It was chosen as the Cal-SCHLS survey has a component for staff, students and parents well as being recommended by CDE. An area of improvement is to increase stakeholder involvement during a time of geographical growth. The local community is adding multiple housing developments. Starting with Town Hall style meetings, the district has focused on reaching out to new families for involvement and feedback.|The District sought input from the Stakeholder Parent Advisory Committee (SPAC), District English Learner Advisory Committee (DELAC), and the District Curriculum Council (DCC). These groups rate the District as “Full Implementation” or above in all areas. All groups agree that the district’s highest rated strength is supporting families to understand and exercise their legal rights and advocate for their own student. Although groups designate an area as full implementation, it is the lowest scoring element for the district in this category. This area is the district’s progress in providing families with information and resources to support student learning and development in the home. To target this area, the district has increased home communication regarding new technology accessible from home. This includes customized learning programs that allow students to work on specific learning objectives at home. The district is also improving the availability of specific data available to parents. In addition, content standards and resources have been included on the district websites and communicated to parents.|The District sought input from the Stakeholder Parent Advisory Committee (SPAC), District English Learner Advisory Committee (DELAC), and the District Curriculum Council (DCC). These groups rate the District as “Full Implementation” in most areas. Reported strengths include the district’s ability to create a welcoming environment for all families in the community. All groups reported this as a district strength. Parents serve on school site committees such as: School Site Council, English Language Advisory Council (ELAC), and Parent Teacher Associations. Parent Training and Workshops are offered such as: West End Counseling Parenting Classes, Back-to-School Night, Family Math Night, Parent /Teacher Conferences, Coffee with the Principal, Parent Seminars on current social issues and supporting/parenting middle school students, Volunteer Classroom Training, and California Schools Dashboard Meeting. Parents serve as volunteers in the following capacities such as: Classroom (instructional, individual tutoring, chaperones), supporting Academic Days (such as 4th Grade Gold Rush Day), Athletic Events, Band/Choir/Drill Team Programs and clubs. Parents are invited to attend various events such as: Back to School Night, Open House, Awards Assemblies, School Board Meetings, Volunteer Tea (volunteer recognition activity), Cultural Events such as PTA Reflections Program, Grade Level Programs, Concerts, Performances & Competitions, PTA Family Nights, Student Academic Presentations and PTA Meetings. Parent Communication includes: in-person, phone contact, School Newsletters /Notifications from the office, Teacher Newsletters, Report Cards/Deficiency Notices, Online grade books, Email, School Website, LCAP Stakeholder Survey and School Banners. Groups also collectively indicated the district’s focus area of improvement is to progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. These results highlight the need for district focus in this area, which will begin with district and site leadership identifying specific areas to target within this need. Principals will also be instructed to begin conversations with their staff and School Site Councils.|4|5|3|4|4|4|5|5|5|5|5|5|2021-06-17||2021 36677930000000|Mt. Baldy Joint Elementary|3|"Mt Baldy School believes parents are a child's first and most important teacher. We are committed to engaging stakeholders and incorporating their feedback in the decision-making process. Due to the COVID-19 pandemic the LEA chose to survey parents/guardians multiple times while schools were closed in order to seek input. Results from the Spring 2021 parent survey indicates 96.3% of parents responded with ""strongly agree"" or ""agree"" to the statement, ""the administration of Mt. Baldy School is effective at providing information and the rationale about decisions made to parents and community."" As a result of analysis of most recent data, the LEA will continue practices to seek support for input for decision making through the survey along with stakeholder meetings including the LEA’s staff, PAC and Board meetings."|"In the past, various events have been established to initiate outreach and make connections with parents. However, due to school closures and limited capacity because of the COVID-19 pandemic, the LEA had to move events to a virtual platform. During school closures, the LEA began communicating through school memos to increase school-home communication. Although the 2020-21 school year was a mix between distance learning and in-person learning, parent/guardian survey results continue to show a positive trend in building partnerships for student outcomes. Results from the Spring 2021 parent survey indicates 96.3 % of parents “strongly agree” or “agree” in response to the statement, ""I feel I can voice a concern about my child to teacher(s) and receive an adequate response.” 100% of parents responded with ""strongly agree"" or ""agree"" to the statement, ""I feel I can voice a concern about my child to the administration and receive an adequate response.” As a result of analysis of the most recent data, the LEA will continue to support building relationships between staff and families through increased communication through bi-weekly school memos, social media and opportunities to participate in the school."|"Parents are able to serve on the Local Control Accountability Plan Advisory Committee (PAC) and attend strategic planning meetings as well as regularly scheduled Board meetings. The LEA chose to survey parents/guardians to foster home-school connection and communication. Results from the Spring 2021 parent survey indicates 88.9 % of parents strongly agree or agree in response to the statement, ""Mt. Baldy School provides opportunities for parent involvement."" 92.6 % of parents responded with “strongly agree"" or ""agree"" to the statement, ""my child’s teacher(s) effectively communicate information about my child’s academic and social progress.” As a result of analysis of most recent data, the LEA will continue practices to support building partnerships for student outcomes such as providing opportunities for family involvement."|4|4|4|4|4|4|4|4|5|5|5|4|2021-06-15||2021 36678010000000|Needles Unified|3|School staff work diligently to engage with underrepresented families to support student learning.|"• The 2020 CA Dashboard indicated that the NUSD Graduation Rate was 100% because administration, teachers and classified staff go above and beyond to ensure that each senior has the support necessary to graduate from NHS, CDS and ETC. This rate surpassed the CA state average by 14%. • School staff, including teachers, aides and administrators) maintained consistent contact with parents and guardians to support student attendance and achievement which supported an attendance rate for the 20-21 school year was 97.1% which is a significant increase over 94.6% (2018-2019). o Student attendance continued to increase with 94.6% students in seat on a daily basis. Overall, this is sustainable improvement for NUSD as only a decade ago the rate was below 90%. o On the CA Dashboard 2019, Native American students increased by 10.4 points and Hispanic students by 3.3 points. Math proficiency increased overall by 3.94%. White students were reported in the yellow level in Math for the first time with an increase of 2.1%. o Graduation rates increased by 3.3% and is in the green level and Socioeconomically disadvantaged students are also at the green level with an increase of 1.4% o The EL Reclassification Rate increased to 27%, an increase of 10%. There are less than 12 English Learners in the District, so the increase can be substantial and yet only 2-3 students. o Students with Disabilities increased from the red level with an increase of 9.6 points to the orange level in ELA. • Students with Disabilities increased from the red level with an increase of 9.6 points to the orange level but they remain 137.6 points below standard in ELA. • Native American increased by 10.3 points from the red level to the orange level, but they remain 81.3 points below standard in ELA. • Homeless students fell in the orange level with a decline of 6 points and 66.5 points below standard in ELA. • White students maintained at the orange level and are 46.2 points below the CA State average • Students who are Socioeconomically Disadvantaged maintained at the red level with 70.4 points below standard. • All groups still need significant improvement to be at or above standards."|All District plans are written with stakeholder input.|4|4|4|4|4|4|4|4|3|3|3|3|2021-09-14||2021 36678190000000|Ontario-Montclair|3|The District has consistency in the LCAP process by providing stakeholders with resources, information and multiple opportunities to engage in the LCAP development process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, opportunities for engagement, the ‘OMSD LCAP Season’ webpage, written Comments for the Superintendent forms, and meeting agendas are provided to stakeholders and administrators for use in conducting input meetings. The District ensures it meets its responsibility to provide multiple opportunities to consult with all stakeholders and engage them in the LCAP development and Annual Update process in a transparent way at both the District and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. All District and site level stakeholder input meetings, attendees, sign-in sheets and survey responses are collected and presented to the Board of Trustees. Each year, the District contracts with “Thoughtexchange”, a portal designed to provide participants a vehicle to give input and collaborate with one another, as they rate one another’s 'Thoughts.' As a result of this interactive process among all stakeholders that participate, the highest rated 'Thoughts' are highlighted and themes emerge giving the District critical and relevant information to inform the LCAP. Continuing to expand marketing of existing efforts for parent engagement will further increase families’ participation in input for decision-making to be incorporated into advisory groups and LCAP and Schoolwide Plan for Student Achievement (SPSA) processes.|The District educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The District provides training to administrators on supporting strong parent involvement at the school sites. The District prepares tools and resources for administrators to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent participation in district and site advisory groups. Cultural proficiency learning is being built into professional development workshops for site and district leaders to increase awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of staff and families, in order to build stronger relationships with staff and families.|The District provides materials and training to help parents to work with their children to improve their children’s achievement. The District also provides parent trainings online, at the Parent Educational Center (PEC) and at centralized locations around the District on topics to help their child succeed. The PEC provides parent workshops on topics such as technology, ESL, digital citizenship, academic preparation to support their children, health, nutrition, internet safety, reading literacy and positive parenting. An Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially. Having most parent workshops to support student outcomes at Ontario-Montclair’s PEC has seen limited participation by parents from schools not geographically proximal. The closures of schools and support sites during COVID-19 has allowed for more online opportunities for parent training which has helped to reach those not in proximity to the PEC. These remote opportunities took the place of the limited school-based workshops and parent leader training-of-trainer workshops to expand local parent trainings in the previous school year.|4|3|4|5|5|4|5|5|5|5|5|5|2021-06-17||2021 36678270000000|Oro Grande|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meeting occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. These same planning meetings occur at DELAC and information is also shared with the Parent Advisory Committee. All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Oro Grande Elementary School District is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude. Parents are made encouraged to participate in a variety of community activities including health fairs, LCAP planning meetings, DELAC, coffee with the principal and school wide performances and events.|Oro Grande Elementary School District has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with lap tops and cell phones to allow for communication with families. There are two district wide parent conference weeks for parents to come talk with teachers regarding their student's progress.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-14||2021 36678270113928|Riverside Preparatory|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. These same planning meetings occur at DELAC and information is also shared with the Parent Advisory Committee.|Riverside Preparatory is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. These same planning meetings occur at DELAC and information is also shared with the Parent Advisory Committee. All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|4|4|4|4|4|4|4|4|4|3|4|3|2021-10-12||2021 36678270137174|Mojave River Academy - Gold Canyon|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings. Hide Information|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|3|3|4|4|3|3|4|4|3|3|4|4|2021-10-13||2021 36678270137182|Mojave River Academy - National Trails|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|4|5|4|4|4|4|4|4|4|4|4|4|2021-10-13||2021 36678270137190|Mojave River Academy - Oro Grande|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|4|5|4|4|4|4|4|4|4|4|4|3|2021-10-13||2021 36678270137208|Mojave River Academy - Route 66|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|3|4|4|4|4|4|4|4|4|4|3|3|2021-10-13||2021 36678270137216|Mojave River Academy - Rockview Park|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|4|4|4|3|4|4|4|4|4|4|4|3|2021-10-08||2021 36678270137224|Mojave River Academy - Silver Mountain|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|3|4|4|3|3|4|3|4|3|4|4|4|2021-10-13||2021 36678270137232|Mojave River Academy - Marble City|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|4|4|3|3|4|3|4|4|4|4|4|4|2021-10-13||2021 36678430000000|Redlands Unified|3|The district has formal Advisory Committees as well as formal procedures to meet with parents regarding the progress of their student in school. The district strategically seeks parent input on policies and decisions through methods such as: Thought Exchange, Kelvin Pulses, LCAP Committee with a particular focus on inviting community members who represent a wide range representation and perspectives. The district has currently hired Family and Community Engagement Liaisons to assist in these types of outreach.|RUSD has a robust partnership with parents such as: Volunteers, PTA, District ELAC, Booster Clubs, parent surveys, and parent conferences. However, there is not equitable representation of these partnerships throughout all of the schools. Recognizing this as a district, on-going equity training is taking place to address these discrepancies.|RUSD offers many ways to engage families and the community such as parent academies, site and district committees, academic and family social nights, social media, and parent surveys. RUSD also communicates through many languages through writing and orally. The district is working on more training opportunities for teachers through equity, PBIS, and other methods that build capacity in staff to communicate more effectively.|3|4|3|4|3|4|5|3|4|3|4|2|2021-06-15||2021 36678500000000|Rialto Unified|3|Rialto Unified School District has continued to engage community stakeholders in the development of the district progress towards ensuring each student achieves personal and career fulfillment. Engagement and feedback opportunities have included but are not limited to Parent survey data, California Healthy Kids Survey, Strategics community action teams, District English Learners Advisory Committee, District African American Parent Advisory Council, African American Equity Action Team, English Learner Equity Action Team, Special Education Equity Action Team, and the Alianza Latina Parent Advisory Council. Last school year, the District started a new LCAP process that mirrored our Strategic Thinking & Planning process. The process enhanced stakeholder participation and included parents, teachers, students and administrators in the development and implementation of the plan. The District held Community Town Halls, Parent Advisory Council Meetings, and Equity Team Meetings for additional input. Additional feedback was requested from the planning team and the community once the actions were completed. Through the LCAP Supplement and Annual Update, the District will continue to reach out underrepresented families, focusing on engaging with those in particular, representing students who qualify for Title I services, Foster Youth, McKinney Vento, English learners. Interactive surveys will also be given in person and offline as well to target parents and community members who may not have been engaged previously.|Rialto Unified School District has continued to build partnerships with our parents and community through the development of various parent advisory and action teams. These teams include but are not limited to the Strategics community action teams, District Advisory Committee, District English Learners Advisory Committee, District African American Parent Advisory Council, African American Equity Action Team, English Learner Equity Action Team, and the Special Education Equity Action Team. The district will work to develop a parent institute with staff that provides families with information and resources to support student learning and development in the home. The parent institute will help families learn about the District’s Literacy and Numeracy initiative and how families can assist. Parents/Guardians will be trained on why reading is critical to their child’s educational and life success and ways they can support with home literacy routines. Parents/Guardians will also be provided with training and materials to support numeracy and why it is critical to their child’s educational and life success. Parents/Guardians of English Learners will continue to receive training that is specific to the needs of English learners regarding how they can best support the development of language proficiency. The District’s focus will be parent/family support. The District will ensure that each school site is working to provide a parent workshop or academy that develops social capital amongst families and helps families navigate educational systems for success.|The District has multiple platforms and supports to help staff engage in 2-way communication with families. For example, Remind, a two-way communication platform, is currently in its second year of implementation. Through Remind, staff have the ability to send messages to families in their preferred language. The parent/guardian responses are automatically translated into English for staff members. During Distance Learning, teachers also used Google Meet to communicate with families. Virtual Q&A sessions and meetings helped families stay informed throughout the year. In spite of our distance learning, staff found incredibly ingenious ways to communicate with families. These new skills will continue to be used as we transition to in-person learning. Creating welcoming environments at each of our schools and offices will be the District’s focus. As our staff and students return from Distance Learning, our commitment to customer service is paramount. The District will ensure we provide an educational environment where everyone feels welcomed and valued.|4|4|4|4|3|4|3|4|3|3|3|3|2021-06-23||2021 36678680000000|Rim of the World Unified|3|Rim of the World Unified School District is committed to engaging parents and stakeholders and incorporating their feedback in the decision-making process. Our data indicated needed improvement in supporting English learner and foster youth parents to be a part of the decision-making process. Although committees and outreach have taken place to include underrepresented parent groups we continue to see low participation rates from these families. We will be looking at comparison data from 2020-21 to 2021-22 to determine areas of strength and needed improvement moving forward. We have also utilized the state's parent engagement rubric to monitor progress in including parents in the decision-making process. It is Rim of the World's desire to utilize the information gathered from these parent surveys to focus on the needs and voices of our families and incorporate them into our district's LCAP. The district has made progress in forming several parent and community forums for encouraging parents to be a part of the decision-making process. Although we have created and scheduled these forums we have been struggling with participation rates. One of our barriers is inconsistent attendance which may be impacted by our weather patterns, particularly in fall and winter. As a mountain community, our weather plays a large role in the attendance of both parents and students. We have also seen a more pronounced decline in overall participation since the onset of the COVID-19 pandemic. Attendance is an area of focus for the current year.|Rim of the World Unified School District is committed to engaging parents and other stakeholders and building partnerships for improving student outcomes. Our area of needed improvement as indicated on the Kelvin pulses was in the domain of Climate of Support for Academic Learning. 69% of district-wide parents expressed that schools have high expectations for all students and 62% expressed that the schools provide high-quality instruction to their children. This domain reported the lowest level of favorable outcomes at an overall score of 65% favorable as compared to relationships at 82% and instructional environment at 81%. We have also utilized the state's parent engagement rubric to monitor progress in building partnerships for student outcomes. The high school provides a series of parent workshops focused on post-high school opportunities for students both college and career. College application and financial aid resources are available to parents with personnel available to answer questions. Back to School Nights have been reorganized, based on feedback from parents, to make these events more meaningful and relevant to parent needs. Parent-teacher conferences throughout the year provide parents with information about learning expectations and ways they can support their students. The district also utilizes email, class dojo, the Parent Square communication platform, progress reports, report cards, and school committees to engage and inform families about student progress.|"Rim of the World Unified School District is committed to engaging parents and other stakeholders by building meaningful relationships. For the 20-21 school year the district chose to administer parent engagement surveys through the Kelvin system. Kelvin’s “pulse” surveys are a quick way to provide teachers and education leaders with actionable data that allows them to understand where their students, parents, and schools are thriving, and what needs work. The “pulses” are administered 5 times throughout the year. These surveys help us measure progress in both state priorities three and six, Parent Engagement and School Climate. In 2020-21 the district had a 37% parent participation rate with 76% of the results favorable. The three domains surveyed were: School Relationships, Instructional Environment, and Climate of Support for Academic Learning. Our strength was identified in the area of relationships where 84% of parents indicated they feel welcomed at school and 85% indicated their child’s teacher makes themselves available for support. We have also utilized the state's parent engagement rubric to monitor progress in building relationships with our families. The district will continue to focus on engaging parents of underrepresented families and has partnered with Fresno State University’s “Parent University” program. The district has also hired additional personnel to focus on providing programs, support, workshops, and resources to the parents of our foster, English learner, and low SES students. An ABC team ""Always Be Communicating"" meets regularly to brainstorm ideas and plan the implementation of programs, policies, and practices that builds relationships with our families. This is also achieved on our campuses as a part of our Positive Behavior Interventions and Supports (PBIS) initiatives on all campuses."|3|3|3|3|2|3|3|2|3|2|3|2|2021-06-24||2021 36678760109850|Public Safety Academy|3|Families have the opportunity to provide input on policies and programs by participating in SSC meetings and completing surveys. Teachers, staff, and leadership participate in weekly planning during professional learning communities (PLCs). PSA is continuing to expand the capacity of support from family members and members of the community.|Public Safety Academy (PSA) has established with all families their ability to advocate for their child(ren) via parent conferences, interventions, and support. Weekly progress reports are sent home to families. Families also have the ability to check grades often by logging into school SIS. PSA identifies the need to increase parent participation and engagement by continuing to invite parents to school events and SSC meetings.|Currently Public Safety Academy (PSA) holds monthly School Site Council (SSC) meetings virtually and in person. Parents are able to learn about school events and learn about ways that they can participate and help their children succeed in school. PSA uses the web tool ParentSquare to communicate with all stakeholders regarding all school related activities.|1|3|2|5|3|4|5|5|4|4|4|4|2021-09-16||2021 36678760120006|New Vision Middle|3|A true strength of New Vision Middle School has been their ability to effectively engage families in advisory groups and with decision-making. Every month the school site council, district english language learner, african american parent advisory council meets to discuss the various agenda items to support student learning and achievement. The principal and staff attend annual trainings on the implementation of each of the committees and councils to ensure parent and community engagement and compliance for all mandatory reporting. Decision making is shared between school staff, parents and community members. Each school year New Vision Middle School shows progress in building the capacity of and support for family members to effectively engage in advisory groups and decision make practices. Families are trained annually on the function and role of the various school councils and committees. Families are provided nomination ballots to suggest family members participation on a designated committee or council. Those not wishing to serve in a leadership capacity are invited to monthly meetings to express their comment, concerns and celebrations. Robo calls and emails are sent to encourage participation and raffles are often held to incentivize participation in meetings. If families are not able to participate in monthly meetings, they are provided several other opportunities to provide input on policies and programs including families of any underrepresented groups in the school community. During every school event parents are invited to complete feedback cards, and are provided information about the school Local Control Accountability Plan and other major school implementations. Each of the communications are translated into spanish for our families to ensure they are adequately informed and have every opportunity to provide feedback. At the conclusion of family engagement activities at the school level, after action review/evaluations and surveys are shared with participants. This data is then analyzed and is used to inform future planning, design and implementation of new and continuing activities. The school however, identifies this as an area of growth and improvement and needs to increase the number of participants who provide feedback. In an effort to grow in this area leadership is providing digitized options and QR codes. The school understands the importance of feedback to drive initiatives and activities and will continue to evaluate their measures to collect meaningful feedback. New Vision Middle School will also provide tools to complete the survey at the conclusion of the activity to capture the feedback and voices of our underrepresented families.|New Vision Middle School has made significant progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. The staff participates in annual training on how to connect, engage and partner with families through school committees, councils, events and Parent University. These trainings are provided by organizational leadership and consults. Every month families are provided information and resources to support student learning and development at home via an instructional newsletter or email. These resources include links to videos on math and English language arts strategies. Families also participate in monthly literacy nights that focus on supporting families to extend learning at home in reading. Families are also invited to attend two math literacy nights (one per semester) where they are provided manipulates and strategies to increase student development in the eight mathematical practices. New Vision Middle School has made significant progress in implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Teachers hold four parent teacher conferences where families are invited to discuss the ways to improve student learning. Teachers also provide families with beginning, middle and end of the year diagnostic reports for NWEA Map assessments that include current student scores, target growth goals and strategies for improvement. Families also communicate and meet with teachers on virtual platforms to discuss student growth and areas of improvement monthly. During these meetings parents are asked to provide feedback about their child and identify ways they learn best. Based on this feedback instruction is adjusted to support the needs of students. Prior to the start of the school year parents receive that Parent Student Handbook that includes student rights and parent rights as a member of the school community. Prior to IEP, 504 and SST meetings parents are also provided written copies of their legal rights and they are provided an opportunity to review and discuss any questions they may have. Parents are encouraged to be actively involved in the school community and to advocate for the rights of their own students and all students within the school. New Vision Middle School will continue to focus on the engagement of underrepresented families, specifically our homeless and foster youths. New community partnerships have and will continue to be formed to secure resources for our families in need. Through these partnerships we have been provided vouchers for housing and food bus passes, clothing and wrap around services to help the student and family.|Strengths - At New Vision Middle School we have been successful in the full implementation of our School Site Council, District English Learner Advisory Committee, English Learner Advisory Committee, and African American Parent Advisory Council. Through these advisory committees and councils we have been able to provide voice and choice to our parents and underrepresented families with our school site. Parents have been very active in the decision making process and driving our school initiatives to promote student success. Progress - Monthly New Vision Middle School hosts cultural activities that are inclusive of the celebration and engagement of our underrepresented families. These activities are interwoven within our Literacy Nights. During these nights we invite parents to learn about and provide feedback on our Local Control and Accountability Plan (LCAP). Parents are also invited to provide feedback in annual surveys, through participation in councils and committees and during parent meetings. Focus Area of Improvement - New Vision Middle School will continue to strengthen the engagement of our underrepresented families through the launch of the Parent Center. The Parent Center will include a space for parents to be supported through various workshops and trainings. Parent will work together to provide feedback.|5|5|5|5|4|5|5|5|5|5|4|5|2021-06-24||2021 36678760120568|Options for Youth-San Bernardino|3|OFY- San Bernardino remains committed to partnering with families to ensure that school plans and initiatives are reflective of the needs of all students. The LEA has organized a School Site Council, composed of students, parents, and staff that discuss educational issues, contribute to the development for the School Plan for Student Achievement, and review progress made throughout the school year. The School Site Council meets quarterly to review collected data pertinent to the monitoring and evaluation of the effectiveness of the Comprehensive School Improvement plan (CSI)/Single Plan for Student Achievement (SPSA). The data collected is analyzed at these meetings and appropriate adjustments are made to the plan, as needed. School Site Council members receive a guidebook and regular training to equip them with the necessary resources to develop and adjust the CSI plan. The SSC met 6 times in the 2020-2021 school year. OFY-San Bernardino’s School Site Council has advocated for the reallocation of resources and funding in order to provide additional or more comprehensive social-emotional and post-secondary supports for students. The Council expressed the opinion that while OFYSB is providing adequate academic services and rigor, they would like to see more invested in the social-emotional health and future successes of our students. OFY- San Bernardino also has a DELAC committee formed by parents of EL students and staff. This committee empowers EL families to evaluate and provide feedback on the ELD program and services to continue improving the support provided to our EL students. The DELAC reviews and provides input on the EL LCAP goals, metrics, and actions. The School conducts a comprehensive needs assessment annually to determine areas of focus for the upcoming school year. Principals, assistant principals, and coaches participate in the CNA process and findings are shared with school staff. Stakeholder feedback is collected twice each year and feedback is used in the development of school goals. Through these surveys, students, parents, and staff are able to share their thoughts on our strengths and areas of growth as a school. While the school offers many opportunities for parents, students, and staff to participate in school events, there is a need to better involve parents in the planning of these engagement activities. In addition, OFY - San Bernardino held DELAC meetings six times throughout the 2020-2021 school year. The English Language Specialist led a presentation about programs available to English Language Learner Students at the first meeting; there were discussion periods regarding these services at each meeting. Parents are also invited to provide feedback and comments pertaining to the English Language Learner program at each meeting.|Options For Youth- San Bernardino (OFYSB) remains committed to partnering with families to ensure student academic progress. Teachers communicate with students and families regularly to share student academic progress. Parents also have the option of contacting the teacher directly to schedule a meeting. Parent-teacher conferences are also held once a semester. Regular communications and updates are sent to all stakeholders via School Messenger and Monthly postcards highlighting upcoming events and resources are mailed out to all students and families. The tiered intervention process is followed for students who are not meeting compulsory education requirements. An intervention plan is collaboratively developed with all stakeholders at an intervention meeting; the plan might include increased time with the teacher, mandatory tutoring appointments, and/or goal-setting activities with frequent check-ins with the student. The assistant principal and post-secondary counselor are involved in the intervention process as needed. The Child Find Process is initiated if there is reason to believe a student might qualify for an evaluation for services related to a 504 plan or IEP. EL students receive designated and integrated instructional support from their EL specialist. Every EL student that enrolls at OFYSB works with the EL Teacher Specialist to develop an individual Academic Learning Plan that includes assessment scores, academic goals, intervention plans, and plans for the future (college/career). The EL teacher meets with the student and parents to complete the students' Academic Learning Plan within 60 days of enrollment. Engaging parents in this process allows for all stakeholders to work collaboratively to ensure the student’s needs are met. School Counselors host various post-secondary events including: Senior Nights, College Signing events, FAFSA night, and College/Career week. These events are meant to engage students in thinking about post-secondary opportunities, some of these activities also encourage parent/guardian participation to prepare them for what they should anticipate as their students prepare for life after high school. While the School offers various opportunities for stakeholders to participate in events and regularly communicates, it has been a challenge to have regular parent participation. Communications are also sent in both English and Spanish. Stakeholder engagement is an area of focus for OFYSB and the school plans to encourage more stakeholder involvement through involving DELAC and SSC in the planning of community events. OFYSB has continued to engage stakeholders through various means, including School Site Council, DELAC meetings, and the once-per-semester School Climate Survey. We held 6 SSC and 6 DELAC meetings. An average of 54.8% of all stakeholders participated in the Spring 2021 School Climate Survey.|Despite having to shift to a distance-learning platform as a result of the COVID-19 pandemic in the 2020-21 school year, Options For Youth - San Bernardino continues to provide resources and opportunities for families to engage with school teachers, staff, and administrators. Options For Youth - San Bernardino implements an orientation process to ensure that a connection is established between all new students and the school. When possible, the student’s teacher, Post-secondary counselor, and Support Staff attend the orientation and meet with the student and parent/guardian, if applicable, to begin building a positive relationship with the student. Survey data shows that 64% of parents are checking in/meeting with their child's teacher weekly which has helped to build trusting relationships and provide 2-way communication between families and our Teachers. Re-engagement strategies are implemented to ensure that students are connected with the necessary resources to be successful while in the distance learning setting and when returning to campus. These resources included connecting students with tutoring services, mental health resources, and social services. If needed, school psychologists were available to offer social-emotional support for students. The school counselors also provide step-by-step assistance for completing student college applications, offer FAFSA support, conduct resume writing workshops, and meet with students regularly to develop post-secondary plans. Families have the opportunity to meet with their student’s teacher during parent-teacher conferences. If needed, parents can set up additional appointment times with the teacher, school counselor, or administrator when necessary. To continue re-engaging students as the school returns to in-person learning, appropriate professional development will be provided for teachers to continue supporting student development. Parent workshops and materials will be made available to families so that they are supported in this transition and equipped with the necessary strategies to support their students.|4|4|5|4|2|4|4|4|3|3|4|3|2021-06-17||2021 36678760121343|iEmpire Academy|3|A true strength of iEmpire has been their ability to effectively engage families in advisory groups and with decision-making. Every month the school site council, district english language learner, african american parent advisory council meets to discuss the various agenda items to support student learning and achievement. The principal and staff attend annual trainings on the implementation of each of the committees and councils to ensure parent and community engagement and compliance for all mandatory reporting. Decision making is shared between school staff, parents and community members. Each school year iEmpire shows progress in building the capacity of and support for family members to effectively engage in advisory groups and decision make practices. Families are trained annually on the function and role of the various school councils and committees. Families are provided nomination ballots to suggest family members participation on a designated committee or council. Those not wishing to serve in a leadership capacity are invited to monthly meetings to express their comment, concerns and celebrations. Robo calls and emails are sent to encourage participation and raffles are often held to incentivize participation in meetings. If families are not able to participate in monthly meetings they are provided several other opportunities to provide input on policies and programs included families of any underrepresented groups in the school community. During every school event parents are invited to complete feedback cards, and are provided information about the school Local Control Accountability Plan and other major school implementations. Each of the communications are translated into spanish for our families to ensure they are adequately informed and have every opportunity to provide feedback. LEA’s progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. At the conclusion of family engagement activities at the school level, after action review/evaluations and surveys are shared with participants. This data is then analyzed and is used to inform future planning, design and implementation of new and continuing activities. The school however, identifies this as an area of growth and improvement and needs to increase the number of participants who provide feedback. In an effort to grow in this area leadership is providing digitized options and QR codes. The school understands the importance of feedback to drive initiatives and activities and will continue to evaluate their measures to collect meaningful feedback. iEmpire will also provide tools to complete the survey at the conclusion of the activity to capture the feedback and voices of our underrepresented families.|iEmpire has made significant progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. The staff participates in annual training on how to connect, engage and partner with families through school committees, councils, events and Parent University. These trainings are provided by organizational leadership and consults. Every month families are provided information and resources to support student learning and development at home via an instructional newsletter or email. These resources include links to videos on math and English language arts strategies. Families also participate in monthly literacy nights that focus on supporting families to extend learning at home in reading. Families are also invited to attend two math literacy nights (one per semester) where they are provided manipulates and strategies to increase student development in the eight mathematical practices. iEmpire has made significant progress in implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Teachers hold four parent teacher conferences where families are invited to discuss the ways to improve student learning. Teachers also provide families with beginning, middle and end of the year diagnostic reports for NWEA Map assessments that include current student scores, target growth goals and strategies for improvement. Families also communicate and meet with teachers on virtual platforms to discuss student growth and areas of improvement monthly. During these meetings parents are asked to provide feedback about their child and identify ways they learn best. Based on this feedback instruction is adjusted to support the needs of students. Prior to the start of the school year parents receive that Parent Student Handbook that includes student rights and parent rights as a member of the school community. Prior to IEP, 504 and SST meetings parents are also provided written copies of their legal rights and they are provided an opportunity to review and discuss any questions they may have. Parents are encouraged to be actively involved in the school community and to advocate for the rights of their own students and all students within the school. The school will continue to focus on the engagement of underrepresented families, specifically our homeless and foster youths. New community partnerships have and will continue to be formed to secure resources for our families in need. Through these partnerships we have been provided vouchers for housing and food bus passes, clothing and wrap around services to help the student and family.|Strengths - At iEmpire Academy we have been successful in the full implementation of our School Site Council, District English Learner Advisory Committee, English Learner Advisory Committee, and African American Parent Advisory Council. Through these advisory committees and councils we have been able to provide voice and choice to our parents and underrepresented families with our school site. Parents have been very active in the decision making process and driving our school initiatives to promote student success. Progress - iEmpire hosts cultural activities monthly that are inclusive of the celebration and engagement of our underrepresented families. These activities are interwoven within our Literacy Nights. During these nights we invite parents to learn about and provide feedback on our Local Control and Accountability Plan (LCAP). Parents are also invited to provide feedback in annual surveys, through participation in councils and committees and during parent meetings. Focus Area of Improvement - iEmpire will continue to strengthen the engagement of our underrepresented families through the launch of the Parent Center. The Parent Center will include a space for parents to be supported through various workshops and trainings.|4|5|5|5|5|5|5|5|5|5|5|5|2021-06-24||2021 36678760122317|Hardy Brown College Prep|3|We regularly survey our families in order to gain insight about their perspectives, needs, and priorities. Parents also have opportunities to provide input through the School Site Council and other parent groups. We are increasing these groups to full implementation now that we are out of the distance learning context.|All sites provided parent academies and morning meetings for families to learn about important updates and to provide feedback on how things were going. These events gave families important information about this year’s programs and improved relations between families and principals. A focus area for improvement is our outreach to families of students with disabilities, especially when we have to operate in a distance learning context.|We have hosted at least three virtual events where we invited parents from all of our sites to learn and provide feedback on our ongoing work. We held a meeting in September to discuss the 2020-21 LCAP, and over 100 people participated. We held a parent advocacy day to discuss how to impact state policies that are of vital importance to our schools. Finally, we held a town hall to discuss comments made during our Fortune charter renewal petition. These events gave parents critical information during this difficult school year. A focus area for improvement is our capacity to engage with families who speak languages other than English.|4|4|4|4|4|4|4|4|3|3|3|3|2021-08-26||2021 36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|3|Ballington Academy for the Arts & Sciences – San Bernardino provides numerous opportunities for parents to seek and provide input in decision-making at the school including serving on the Parent Advisory Committee (PAC); English Language Advisory Committee (ELAC), and annual update of our school’s LCAP. In addition, our school administers an annual parent survey to gather input and feedback on our school’s program, and seek input on effective methods to communicate with families and engage them at the school. A focus area for improvement is to continue to provide families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from underrepresented groups within our school community.|Ballington Academy for the Arts & Sciences – San Bernardino staff are highly dedicated to building partnerships with families that support student academic outcomes, as outlined in our school’s LCAP Goal #3. Our school’s Family Community Outreach Coordinator communicates with families, facilitates parent workshops and outreach to families of unduplicated and Students with Disabilities in order to increase parent engagement. The Family Community Outreach Coordinator works closely with the school principal to address student chronic absenteeism rates, and inform families of the impact on student outcomes. A focus area for improvement is to continue to provide parent education workshops on information and resources to support student learning and development at home; in addition to supporting families to understand and exercise their legal rights and advocate for their child(ren).|Ballington Academy for the Arts & Sciences- San Bernardino prides itself on the warm, welcoming environment that exists at the school for families, students, and staff. Our school has implemented multiple opportunities to engage in 2-way communication between families and our educators using language that is understandable and accessible to families. In addition, interpreter services are provided for all schoolwide events and upon request. Our staff is knowledgeable about unique family and child situations, and instructors are quick to incorporate that knowledge into interactions with students. A focus area for improvement is to continue to provide opportunities for families to engage at the school through parent education workshops on topics requested by parents, and identified by school staff.|5|5|5|5|4|3|5|3|5|4|4|5|2021-05-25||2021 36678760136952|Entrepreneur High|3|A true strength of eHigh School San Bernardino has been their ability to effectively engage families in advisory groups and with decision-making. Every month the school site council, district english language learner, african american parent advisory council meets to discuss the various agenda items to support student learning and achievement. The principal and staff attend annual trainings on the implementation of each of the committees and councils to ensure parent and community engagement and compliance for all mandatory reporting. Decision making is shared between school staff, parents and community members. Each school year eHigh School San Bernardino shows progress in building the capacity of and support for family members to effectively engage in advisory groups and decision make practices. Families are trained annually on the function and role of the various school councils and committees. Families are provided nomination ballots to suggest family members participation on a designated committee or council. Those not wishing to serve in a leadership capacity are invited to monthly meetings to express their comment, concerns and celebrations. Robo calls and emails are sent to encourage participation and raffles are often held to incentivize participation in meetings. If families are not able to participate in monthly meetings, they are provided several other opportunities to provide input on policies and programs including families of any underrepresented groups in the school community. During every school event parents are invited to complete feedback cards, and are provided information about the school Local Control Accountability Plan and other major school implementations. Each of the communications are translated into spanish for our families to ensure they are adequately informed and have every opportunity to provide feedback. At the conclusion of family engagement activities at the school level, after action review/evaluations and surveys are shared with participants. This data is then analyzed and is used to inform future planning, design and implementation of new and continuing activities. The school however, identifies this as an area of growth and improvement and needs to increase the number of participants who provide feedback. In an effort to grow in this area leadership is providing digitized options and QR codes. The school understands the importance of feedback to drive initiatives and activities and will continue to evaluate their measures to collect meaningful feedback. eHigh School San Bernardino will also provide tools to complete the survey at the conclusion of the activity to capture the feedback and voices of our underrepresented families.|eHigh School San Bernardino has made significant progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. The staff participates in annual training on how to connect, engage and partner with families through school committees, councils, events and Parent University. These trainings are provided by organizational leadership and consults. Every month families are provided information and resources to support student learning and development at home via an instructional newsletter or email. These resources include links to videos on math and English language arts strategies. Families also participate in monthly literacy nights that focus on supporting families to extend learning at home in reading. Families are also invited to attend two math literacy nights (one per semester) where they are provided manipulates and strategies to increase student development in the eight mathematical practices. eHigh School San Bernardino has made significant progress in implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Teachers hold four parent teacher conferences where families are invited to discuss the ways to improve student learning. Teachers also provide families with beginning, middle and end of the year diagnostic reports for NWEA Map assessments that include current student scores, target growth goals and strategies for improvement. Families also communicate and meet with teachers on virtual platforms to discuss student growth and areas of improvement monthly. During these meetings parents are asked to provide feedback about their child and identify ways they learn best. Based on this feedback instruction is adjusted to support the needs of students. Prior to the start of the school year parents receive that Parent Student Handbook that includes student rights and parent rights as a member of the school community. Prior to IEP, 504 and SST meetings parents are also provided written copies of their legal rights and they are provided an opportunity to review and discuss any questions they may have. Parents are encouraged to be actively involved in the school community and to advocate for the rights of their own students and all students within the school. eHigh School San Bernardino will continue to focus on the engagement of underrepresented families, specifically our homeless and foster youths. New community partnerships have and will continue to be formed to secure resources for our families in need. Through these partnerships we have been provided vouchers for housing and food bus passes, clothing and wrap around services to help the student and family.|Strengths - At eHigh School San Bernardino we have been successful in the full implementation of our School Site Council, District English Learner Advisory Committee, English Learner Advisory Committee, and African American Parent Advisory Council. Through these advisory committees and councils we have been able to provide voice and choice to our parents and underrepresented families with our school site. Parents have been very active in the decision making process and driving our school initiatives to promote student success. Progress - Monthly eHigh School San Bernardino hosts cultural activities that are inclusive of the celebration and engagement of our underrepresented families. These activities are interwoven within our Literacy Nights. During these nights we invite parents to learn about and provide feedback on our Local Control and Accountability Plan (LCAP). Parents are also invited to provide feedback in annual surveys, through participation in councils and committees and during parent meetings. Focus Area of Improvement - eHigh School San Bernardino will continue to strengthen the engagement of our underrepresented families through the launch of the Parent Center. The Parent Center will include a space for parents to be supported through various workshops and trainings.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-24||2021 36679180000000|Victor Elementary|3|Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well. We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.|"Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including ""Coffee with the Principal,"" School Site Council, English Language Advisory Committees, and family events. For the upcoming school year, we are piloting Child Welfare and Attendance Liaisons to provide family outreach and support. Virtual meetings have been utilized in multiple contexts as needed and as appropriate to enhance engagement. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families."|Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center not only provides classes and networking for families, but we are working on opening 5 satellite Family Resource Centers at school sites to increase our outreach and support. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.|4|3|4|4|4|4|4|4|4|4|4|3|2021-06-16||2021 36679186101927|Sixth Street Prep|3|Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well. We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.|"Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including ""Coffee with the Principal,"" School Site Council, English Language Advisory Committees, and family events. For the upcoming school year, we are piloting Child Welfare and Attendance Liaisons to provide family outreach and support. Virtual meetings have been utilized in multiple contexts as needed and as appropriate to enhance engagement. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families."|Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center not only provides classes and networking for families, but we are working on opening 5 satellite Family Resource Centers at school sites to increase our outreach and support. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.|4|3|4|4|4|4|4|4|4|4|4|3|2021-06-16||2021 36679186118350|Mountain View Montessori Charter|3|Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well. We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.|"Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including ""Coffee with the Principal,"" School Site Council, English Language Advisory Committees, and family events. For the upcoming school year, we are piloting Child Welfare and Attendance Liaisons to provide family outreach and support. Virtual meetings have been utilized in multiple contexts as needed and as appropriate to enhance engagement. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families."|Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center not only provides classes and networking for families, but we are working on opening 5 satellite Family Resource Centers at school sites to increase our outreach and support. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.|4|3|4|4|4|4|4|4|4|4|4|3|2021-06-16||2021 36679343630670|Options for Youth-Victorville Charter|3|Working through COVID protocols proved difficult in the area of gaining input from stakeholders. While virtual participation between students and teachers improved over the course of the year of distance learning, family participation in engagement events was very minimal. In the past, events such as LCAP Nights, Back to School Nights, Open Houses, etc., provided families with the opportunity to interact directly with school personnel. During this year, those events were limited and only offered virtually. Unfortunately, there was little and frequently no participation from outside stakeholders. While we offer bi-annual climate surveys to engage stakeholders, students, parents, and staff, in order to determine the overall educational experience for our students, we continue looking for ways to increase the ability for those stakeholders to be able to offer input into the student educational experience. As the LEA looks to improve on this connection next year, being able to offer in-person events will be critical to gaining more input from stakeholders and families. We look to offer the aforementioned events and, because we have worked to learn how to conduct these meetings virtually, can offer both in-person and virtual methods of participation. Additionally, the LEA works with SkyRocket Education Services to provide professional development for administration and staff. Engaging our stakeholders is especially important and the focus of both LCAP Goal 3 and 4 in our 2021-24 LCAP.|Strengthening the partnerships with our families to increase student outcomes will continue to be a focus this school year. During the pandemic year, only 69% of students and families said they felt connected to the school, but 84% did state they felt strong adult support. Building on this by offering more engagement events will help to strengthen this relationship in order to facilitate better student outcomes. This year, the LEA worked extensively with SkyRocket Education Services to enhance the ability of teachers to use technology to more effectively communicate with students and stakeholders. This included trainings on Google Classroom, Google Meets/Hangout/Chat, Zoom, and various other tech tools. School staff continues to improve with these tools and looks to see how they can be implemented even after returning to in-person education. As this year progressed, methods of communication between the LEA and stakeholders changed. Prior to the pandemic, the LEA was able to communicate with parents, very frequently, during in-person meetings and events. With those options removed, the LEA sought other methods of communication such as emails, website messaging, SchoolMessenger messaging, and other digital tools. Over the course of this year, teachers became strong digital communicators meeting virtually with students multiple times a week and families to discuss student progress and to address concerns. As we continue shifting back to more in-person instruction, adding virtual meetings to the options teachers have to communicate with students and families strengthens that relationship drastically. While teachers have developed strong connections with students and families, there continues to be a lack of participation in macro-level groups, such as the DELAC committee. The LEA will work with the ELD department to strengthen this relationship in order to increase the number of families who participate in these events. Being able to offer more in-person engagement events will give the opportunity for the LEA to better support the needs of our families. These discussions were primary motivators in the writing of Goal 3 in our LCAP: To promote Pupil Achievement within Priority 4 and Pupil Engagement within Priority 5 the LEA will ensure the achievement and attendance of all students, and particularly for Foster Youth, Homeless, English Language Learners (EL),Students with Disabilities (SWD) and Socioeconomically Disadvantaged pupils (FRMP), will be implemented through the metrics and actions outlined in Goal 3 to expose all students to College and Career Pathways in order to positively impact progress toward graduation and post-secondary readiness.|Climate survey data gathered during the 2020/21 school year showed that only 69% of students and parents felt a sense of connectedness. That is likely due to how COVID restrictions limited the LEA’s ability to engage with stakeholders this school year. In past years, engagement events were common, but this year they were limited and only conducted virtually. For example there was a complete lack of parental involvement in DELAC meetings; four meetings were held this school year and there was zero parental participation. As the LEA is allowed to offer more in-person engagement events, the feeling of stakeholder engagement and connectedness should improve. Table item 1. OFY Victor Valley provided effective professional development training for teachers and families that will support student development in the home. An example of this would be providing parenting courses to families with the help of our school psychologist. Another example of this is an Equity Summit where presenters talked about various aspects of equity in education. Table item 2. OFY Victor Valley partners with Pathways Travels to provide students with opportunities to attend overnight curriculum-based trips that will allow them to reflect on their socio-emotional growth. While these experiences were postponed due to the COVID-19 pandemic, OFY Victor Valley recognizes that these trips have positively influenced student outcomes and will continue this opportunity for our students when permitted. Table item 3. OFY Victor Valley hosted Family Engagement Nights where families were encouraged to come to the school sites to meet with staff and learn more about the programs offered. During Family Engagement nights, LCAP presentations with question and answer periods are given to attendees, staff, families, and stakeholders. Table item 4. OFY Victor Valley provides multiple resources and opportunities for families to engage at the school-level. Families are welcome to call or email and receive information from a staff member that can help them at any time of the school day. OFY Victor Valley provides families with a Virtual FAFSA Night to assist in completion of the FAFSA application with the help from the school counselors. OFY Victor Valley provides opportunities for students to complete their mandatory community service hours towards graduation. The school counselors also provide step by step assistance for completing student college applications. Families have the opportunity to meet with their student’s teacher during parent-teacher conferences. If needed, parents can set up additional appointment times with the teacher when necessary. These items directly influenced Goal 4 Through the implementation of the metrics and actions listed within Goal 4 the charter will ensure progress within Priority 3 and 6 by cultivating a safe and healthy learning environment and school climate through an increased emphasis on conducting meaningful Stakeholder Engagement opportunities .|4|4|4|5|3|3|5|3|2|2|3|2|2021-06-25||2021 36679590000000|Yucaipa-Calimesa Joint Unified|3|A strength identified in this area is building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. An area identified for improvement is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. YCJUSD is improving the involvement of underrepresented families in this area by employing a public information and communication specialist in the office of the Superintendent.|A strength identified in this area is providing families with information and resources to support student learning and development in the home. An area identified for improvement is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. To improve the engagement of underrepresented families in this area, YCJUSD’s LCAP includes a bilingual parent engagement specialist, bilingual homeless and foster youth liaison clerk, and community liaison.|A strength identified in this area is creating welcoming environments for all families in the community. An area identified for improvement was supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. To improve the engagement of underrepresented families, our Superintendent held bi-weekly parent advisory meetings, such as English learner parents, general education parents, and special education parents and responds in the meetings personally.|4|4|3|4|3|4|3|4|3|3|3|3|2021-10-26||2021 36679590124032|Competitive Edge Charter Academy (CECA)|3|Based on this community feedback, providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels is considered an area of strength. Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community was an area identified for improvement. CECA is improving the involvement of underrepresented families in this area by utilizing a public information and communication specialist in the office of the Superintendent.|Based on this community feedback, providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families is considered an area of strength. Supporting families to understand and exercise their legal rights and advocate for their own students and all students was an area identified for improvement. To improve the engagement of underrepresented families in this area, CECA utilizes district supports such as a bilingual parent engagement specialist, and bilingual homeless and foster youth liaison clerk.|Based on this community feedback, creating welcoming environments for all families in the community and developing multiple opportunities for the LEA and school sites to engage in two-way communication between families and educators using language that is understandable and accessible to families are both considered areas of strength. Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children was an area identified for improvement. To improve the engagement of underrepresented families, our Superintendent held bi-weekly parent advisory meetings, such as English learner parents, general education parents, and special education parents and responds in the meetings personally.|4|5|4|5|4|4|4|4|4|4|4|4|2021-10-26||2021 36738580000000|Baker Valley Unified|3|BVUSD send frequent communication to our families using multiple platforms (All Call System, letters home, social media, videos on website). The district is focused on meaningful engagements with our underrepresented families.|BVUSD is focused on meaningful engagement with all of our families and to provide our students with the tools they need to be successful at school and at home.|BVUSD is focused on developing staff and the relationships our staff has with each other and our families.|3|4|3|4|3|4|4|4|3|3|3|3|2021-06-24||2021 36738900000000|Silver Valley Unified|3|SVUSD and its school sites do a very good job working with families to give them the tools they need to advocate for their students. Through open communication, parent/teacher conferences and the SST process, parents have the ability to work closely with teachers to support the needs of their students. The school sites also provides families with various Math and/or ELA, Technology, or STEM Night events at their sites to provide parents with information, tools, and strategies to support their students at home. SVUSD and its school sites also shares information to parents on supporting student social emotional health as well. With students returning to full, in-person instruction, we will need to continue to help parents support students in the classroom and make sure that partnership extends into the home.|SVUSD and its school sites do a very good job working with families to give them the tools they need to advocate for their students. Through open communication, parent/teacher conferences and the SST process, parents have the ability to work closely with teachers to support the needs of their students. The school sites also provides families with various Math and/or ELA, Technology, or STEM Night events at their sites to provide parents with information, tools, and strategies to support their students at home. SVUSD and its school sites also shares information to parents on supporting student social emotional health as well. With students returning to full, in-person instruction, we will need to continue to help parents support students in the classroom and make sure that partnership extends into the home.|SVUSD works hard to build relationships between school staff and families. School sites throughout the district provide open, welcoming environments for parents. The district and its sites has taken a large step forward in communicating with parents and families through the use of social media (Twitter, Facebook, etc.), emails, newsletters and phone calls. With that being said, communication can always improve. SVUSD is actively working on increasing the number of Facebook Live events for the 21-22 school year. During the pandemic, these proved to be well received and beneficial for the community and district. The District will continue to ensure translation services are available for those families that are in need of that service.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-08||2021 36739570000000|Snowline Joint Unified|3|According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 59% of parents/guardians surveyed believe that they are offered a say in the decision-making process at their child's school. In comparison, 53% of them say that they have a voice regarding decision-making at the district level. Snowline JUSD and its schools will sustain current parent involvement forums that solicit feedback for decision-making and offer additional opportunities when applicable. In addition, district and school site leadership will partner with the Engagement Task Force to assist with department and school strategic planning alignment. There will be a concerted effort to recruit members from underrepresented groups to serve on the ETF.|According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 70% of all parents understand what types of academic support are available to students; 70% of parents believe that students receive the resources and support they need; 68% of parents understand what types of social-emotional support are available to students. English Learners: 86% of parents believe that schools provide enough academic support, while 76% feel that enough social-emotional support is offered. Special Education: 71% of parents state that enough academic support is provided, and 67% believe that enough social-emotional support is given to students. Foster Youth: Academic support has an 82% approval rating among parents, while social-emotional support is 75%. Low Income: 69% of parents believe that there is enough academic support, and 60% feel there is enough social-emotional support. The LEA has prioritized making parents aware of academic and social-emotional support opportunities through several platforms, including reaching out to parents individually, hosting parent meetings at the school and district level, and providing information through the SJUSD website and social media platforms. Additional layers of communication and support are delivered through the District English Learner Advisory Committee (DELAC), each school’s English Language Advisory Committees (ELAC), and the newly established Special Education Parent Advisory Committee (SPED PAC) and Foster Youth Parent Advisory Committee (FY PAC). These meetings include the sharing of student achievement data that includes, but is not limited to, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Smarter Balanced Assessment Consortium (SBAC) interim assessments, California Assessment of Student Performance and Progress (CAASPP), and English Language Proficiency Assessments for California (ELPAC). These stakeholder groups also play a vital role in LCAP development discussions.|According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 75% of parents feel welcome at district schools; 68% believe that the teaching staff builds positive relationships with families; 66% also think that they have good working relationships with school staff and problems are resolved collaboratively. Regarding communication, 75% of parents feel that school staff provides consistent and accurate information (e.g., school events, announcements, policies) to all families; 74% believe that school staff listens to their concerns; 77% are satisfied with the responsiveness of school staff. Building and promoting positive school climates continue to be a high priority within the District. Although the level of customer service continues to improve in all schools and departments, there is more work to do to ensure that all families' needs are addressed and met whenever possible. There are now specific parent advisory committees representing EL, foster, and special education families. These group meetings provide opportunities to answer questions, address concerns, and gather input and feedback regarding the Local Control and Accountability Plan (LCAP) and other planning efforts within the district.|3|3|2|4|2|3|3|3|2|3|3|3|2021-06-22||2021 36750440000000|Hesperia Unified|3|Schools sites have received training on the importance of engaging families in various decision-making and advisory groups, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), the District Advisory Committee (DAC), the District English Learner Advisory Committee (DELAC),Title I Committee, and other advisory groups, as part of their comprehensive needs assessment in the development of their School Plans for Student Achievement (SPSA). All school sites have established these committees according to specified norms and regulations. These committees are integral to the school improvement process. They engage in analyzing data, identifying evidence-based interventions, monitoring student achievement progress, and evaluating the effectiveness of their strategies. This process often leads to open dialog between parents and school staff. Translation and interpretation services also continue to be available for all school site and district meetings. Parents are regularly encouraged to participate in advisory groups throughout the school year. Many events are provided in Spanish, along with English, such as College Awareness Night to help encourage underrepresented families to attend. Parent input through various surveys has been valuable and has been utilized to develop district plans, such as the Expanded Learning Opportunities Grant, ESSER III, and the LCAP. While the district and school sites continue to encourage parent participation and to try to address the language and cultural barriers, it is always a challenge to engage them in significant numbers. School sites feel that they still need to continue to find different ways to encourage greater parent engagement. The district will look for ways to provide more flexible and accessible meeting times for the parent committees to meet.|Hesperia USD continues to focus on improving communication with all of our families in their language. The LEA utilizes a tool that allows for quick communication in various ways - text, social media, and phone calls. This communication tool is available to the district and every school site. The LEA also continues to utilize the Hesperia Unified School District mobile app to provide up-to-date and helpful information about the school district and schools right in the palm of parents' hands. From news updates and announcements to a calendar of events, from documents and forms to staff directories, from breakfast and lunch menus to athletic schedules, the app provides essential information at the touch of a button. The app allows parents to “subscribe” to schools, too, and receive announcements and events right on their device. The app features: - A Live Feed containing short announcements and photos published by staff and students. - A News section for long announcements by staff. - An Events listing for all district and school events throughout the year. - A Staff Directory to contact our administrators, Board members, offices and schools. - A Dining feature that shows the breakfast and lunch menus for all of our schools. - A Documents section for School Calendars, Accountability Documents, Athletic Forms, etc. Another important element to the LEA's parent communication is the parent portal to the student information system, Infinite Campus. Parents can access their child's grades and attendance to keep them informed of their child's progress. School sites also use a variety of apps to keep parents informed, such as Remind, Class Dojo, and Talking Points. An area for improvement would be ensuring that all parents are able to access the app or find other ways to communicate to families to ensure all are knowledgeable about the district events.|The LEA has three Interpretation/Translation Specialists to support meaningful 2-way communication during IEP meetings, parent-teacher conferences, and at other school events. All LEA communication to families is also sent in Spanish. To meet the needs of families who speak languages other than English and Spanish, the LEA also contracts with a company that provides translation and interpretation services in over 200 languages. During the pandemic, it became challenging to continue to offer the same services to families through our Family Resource Center (FRC). When our schools were closed in March 2020, the FRC had to quickly shift its focus on providing in-person classes and workshops for families to providing basic resources for the community and offering classes and tutorials online. Some of the topics of these online tutorials and classes included English as a Second Language through Rosetta Stone, nutrition, Google Classroom, Google Docs, and Zoom. These classes were created based on the needs of the community at the time to support their students' transition to distance learning. In addition, the FRC partnered with local organizations to provide essential items and food boxes for families in need. The FRC became an integral point in the distribution of food boxes for the community during the entire 2020-21 school year. Another important resource provided through the Family Resource Center was their bi-monthly newsletters. The newsletters contained information regarding various community resources, pre-kindergarten registration, tips to support students during distance learning, Covid testing and vaccination sites, and how to access and contact services to address parents' and students' social-emotional needs. Schools that had a Parent and Family Liaison and parent centers also focused on providing resources to parents remotely and facilitate the home and school communication, though it was still challenging to do so during the pandemic. A focus for the 2021-2022 school year will certainly be to return to the level of services for parents and the community as the LEA experienced prior to the pandemic. The LEA will continue to work with parents, students, and the community to identify the changing needs within the community and implement interventions and services that can help address their needs, particularly for students and families that have been hit the hardest by the pandemic. In addition, it will be important to provide professional development opportunities to help staff increase parent participation and engagement through both in-person and virtual settings.|4|4|4|4|3|3|4|4|4|4|3|2|2021-06-07||2021 36750440107516|Summit Leadership Academy-High Desert|3|The School successfully met with the School Site Council virtually, however, it is the School's desire to increase participation and build up other programs to improve parent engagement, increase the number of active volunteers, and raise school spirit. The School is looking to revamp the staffing model to create higher accountability and commitment to this mission.|The School understands that some staff members may need further professional development to ensure they feel comfortable with and are able to appropriately and effectively communicate with families. The School is currently researching and developing a professional development plan tailored to each staff member's specific need. During the pandemic, the School provided various resources to support families which were accessible to all students. These resources were communicated via multiple methods including personal phone calls, home visits, web access, and social media. Although the School provided opportunities for teachers to meet with families, there existed a reluctance on both sides which limited the success of the programs. The School is researching and developing strategies to increase participation and engagement.|The School provides a variety of platforms to communicate with families including phone, home visits, email, website links, student information system portal, anonymous reporting applications, social media, and more. The School staff create a welcoming environment by encouraging family involvement and engagement, communicating with compassion and empathy, and ensuring interpreters are available to communicate in their native language. As a small school, the staff is able to develop relationships with students and families to foster collaboration, partnership, and to gain a better understanding of students' needs and goals.|4|4|4|5|2|4|2|2|3|3|3|3|2021-06-18||2021 36750440114389|Mirus Secondary|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2020-2021 the school received input from close to 200 students and parents and used the results in the development of the 2021-2022 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 89% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 83% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 98% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 95% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-22||2021 36750510000000|Lucerne Valley Unified|3|LVUSD’s current strength in seeking input for decision making is currently building the capacity of principals, staff, family members and advisory groups with decision and policy making by encouraging participation on committees like; School-Site Council and ELAC, as well as getting parent and family feed-back from events like Breakfast with the Principals. LVUSD will also be identifying our goal of continuing to increase input for decision making by offering parent workshops in the 2021/2022 school year in an effort to get added opportunities for families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. In the LCAP survey this year, we will be polling families to evaluate what they would like more information and support on. We will, in addition to the suggested workshops, offer support in cyber-security and the dangers of student vaping. We will also use this survey to ask for feedback on programs that families believe are working well and asking for suggestions on other programs.|LVUSD’s current strengths in building relationships with our families include; inviting families to participate in Breakfast with the Principal, inviting families to attend awards assemblies for student recognition and inviting families to participate in School Site Council. LVUSD utilizes translators to bridge language gaps while communicating with parents, sends out connect ed messages in English and Spanish and is implementing English Learner Advisory Committees and District English Learner Advisory Committee (ELAC and DELAC). LVUSD is identifying our goal of continuing to build more family engagement as a focus area for the 2021/2022 school year.|LVUSD’s current strengths in this area of building partnerships with families for student outcomes include; hosting a reading and literacy night where parents are invited to participate, offering one-to-one computer technology as a student and family resource, meeting with families in parent teacher conferences in order to discuss student progress, teaching students and parents how to access student progress via Aeries Portal, Multicultural Night, Grandparents’ Day, and supporting families in their understanding of their legal rights and advocating for their students by offering copies of parent rights at every IEP meeting and having equitable access to the formal complaint form through the LVUSD website. LVUSD is identifying our goal of continuing to improve growth with underrepresented families by offering parent workshops in the 2021/2022 school year. In the LCAP survey this year, we will be polling families to evaluate what they would like more information and support on. We will, in addition to the suggested workshops, offer support in cyber-security and the dangers of student vaping.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-10||2021 36750510115089|Sky Mountain Charter|3|In our unique personalized learning independent study model of education, parents are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. As a result, parents tend to be less interested in school-wide decision making because their primary concern is making decisions in the development of their child’s individualized learning plan. This area received the lowest ranking in our parent survey with 68% of parents indicating they are “very satisfied” with the school’s efforts at seeking input for decision making. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff speak to parents at monthly home visits and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families to get their feedback on ways to improve what educational programs and services the school offers. An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC.|We use Title II funding to support teachers with personalized professional development, school-wide trainings, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. High school students are provided meetings with a guidance coordinator who works with others to support improved student outcomes. The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. The school operates with a high consideration of parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community. In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent two-way communication. We personalize the education for each of our students and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Feedback for this local indicator was gathered as part of our annual LCAP survey. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. An area of improvement is to increase participation in our ELAC. For 2021-22 we are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Additionally, our Special Education department regularly communicates with families of special education students.|5|4|3|3|4|4|4|3|4|4|3|3|2021-06-03||2021 36750510136432|Alta Vista Innovation High|3|The school has asked parents to provide some feedback using student surveys. However, the school has not shared the outcome and next steps after gathering feedback. The school could do a better job of utilizing multiple channels of communication, such as social media and text. The school will benefit from having a parent committee that can support with feedback and improvement of the school model. Teachers should elicit the support of stakeholders in the creation of these committees with their school administrator. One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 92% responded that they agreed and strongly agreed. This year, 83% felt it was easy to contact their teacher. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. The school will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “the teacher and the front desk were always very helpful and effective in helping me.” School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students courses for the year. Regular check-in occurs monthly. The school does a good job at responding when parents need information. The school, however, can improve in creating opportunities for parents to learn more and develop in their strategies to support students. Additionally, the school should inform parents of their rights and how to further advocate for their children. The school’s community liaison personnel will investigate community partnerships to increase parents’ knowledge and connection to resources.|Overall, the school is doing well at providing opportunities for parent engagement. The pandemic closure of 2020-21 has necessitated a change in how parents engage with the school on an individual and group basis. The school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. Throughout the school year, school administrators offered virtual meetings and also sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to communicate flyers, notices, and school-wide messages. The school can improve by providing targeted engagement for underrepresented families. For example, the school can offer Spanish Speaking Parent Nights to ensure parents feel valued and can also provide feedback and collaboration in their first language. The school can also do a better job of recruiting stakeholders for their input at ELAC and school-wide meetings. Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 16 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 2618 parents attending orientation, conferences and awards last year. Parents report the following, “Communication is key… School keeps us updated,” and another shared, “Yes, the teachers are involved as much as they can because of the pandemic.” Parents shared that our school has built trust with students and parents. One parent shared that her student’s teacher, “… reaches out and inquires if student needs help with anything.”|5|5|3|3|3|3|5|2|3|3|2|3|2021-06-08||2021 36750510136960|Elite Academic Academy - Lucerne|3|A Student/Parent Advisory Committee (PAC) was established to address and make recommendations for the improvement of school operations and resources such as curriculum, instruction, assessment, extracurricular programs and activities, and school program development. This committee meets at least twice a year. Also, students and parents are surveyed at least once a year to determine their satisfaction with the school. Likewise, we offer parents the ability to voice concerns which need to be addressed by the school administration. Faculty also have the opportunity to speak with administrators or Human Resources in the event concerns arise which need to be resolved. Elite Academic Academy has implemented a uniform complaint policy to be used for any serious problems that may lead to administrative or board action. Elite Academic Academy welcomes parent/school interactions. We encourage parents to keep in constant communications with Elite through social media, Parent Square, emails, and phone calls. All students and parents are provided with our Student/Parent Handbook which provides information on how to get in contact with all school personnel. At every Elite Academic Academy event, workshop, and webinar contact information of all of our directors and our school counselor is made available to ensure that information is easily available to our families. To enhance the pathway of communication between parents and teachers, parents are connected as observers in our virtual classrooms. As observers, parents are able to not only view students grade and academic progress throughout their courses, they are also able to send messages to content teachers with any questions or concerns they might have. Elite Academic Academy believes that effective communication with our parents and other stakeholders is incredibly important. With weekly team meetings, our administration, staff, and teachers are able to discuss how to hold communication in an effective way. Each program director is in regular communication with their teachers receiving updates on student growth and development. Directors will advise their teachers to communicate with parents and students based upon their expert experience. If a director feels that they need to reach out to a parent or student, they will. The Athletics Lead and Visual and Performing Arts Lead are also in communication with parents and students on a regular basis. Elite Academic Academy prides itself on being available to its students, parents and stakeholders. Program directors and Leads send out monthly newsletters to the student body, keeping them informed of regular events, activities, and opportunities with Elite.|As in independent study school, building relationships must be a priority due to the fact our students learn primarily from home. In order to strengthen communication with our students and their families, we have created a top-of-the line website and social media presence. We also utilize the Parent Square communication platform to continuously update our students and their families on student and parent events, webinars, surveys, public board meetings, and more. As we continue to build larger stakeholder groups across Southern California we will work to partner with local city councils and community colleges to ensure our students and their families learn the value of their local community. We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families.|Due to the nature of an independent study program, Elite Academic Academy has developed a strong structure of communication between our students, families, and staff. Our administrators and teachers work to connect and communicate with all stakeholders through varies communication methods, including phone, text message, Parent Square, online classroom, email, and webinars. Additionally, in-person meetings and events are held on a regular basis. Weekly and bi-weekly staff meetings give faculty an opportunity to collaborate. Our Directors develop relationships with their teams ensuring each individual teacher has the necessary support to be able to problem-solve. Also, Google’s G-Suite for Education has proven to be an essential tool in all aspects of faculty collaboration. This year, our professional development opportunities are focused on student work and data. Our teachers will assess their students, review progress, and analyze CAASPP scores, bringing this data together to create an individualized learning plans with the goal of increased student proficiency. In order to increase engagement and close the literacy gap for our EL and At-risk students, the Fast Forward Intervention program was piloted last year and I-Ready diagnostic and personalized instruction tools were added this year. Our directors will work on parent workshops in the area of Writing, Mathematics and ELA to help parents support their students at home. Each academy has monthly newsletters that give parents tips on how to best support their child in the independent study environment. All students meet with their teachers on a weekly basis to ensure progress in their academic courses. Formal learning period meetings happen at least every 30 school days, where the parents, student and teacher work to collaborate on student progress and create or modify the student’s individual learning plan to ensure it consistently meets the student’s needs. We ensure a variety of avenues for communication to allow for all stakeholders to be actively involved and will continue to find creative method, including technology, to ensure involvement of underrepresented students and their families.|4|3|3|3|4|2|4|3|3|2|4|3|2021-06-03||2021 36750510139188|Granite Mountain Charter|3|In the 20-21 school year, we identified a need to engage our parents and stakeholders and created more organized parent committees for all families as well as one for our EL families. We meet with these parent groups quarterly to elicit feedback regarding school policies and events. They are a place for staff and families to engage with each other and discuss needs of the school. Our desire is to grow the participation of these groups every year, especially in our underrepresented families. We want our English Learner and low income families to know there is a safe place to engage with staff and express needs for their students and families, and we value their input.|Granite Mountain’s strength is in program development in order to meet student and family needs and improve student outcomes. We have developed programs to improve engagement in both our English Learners and our low income families. We have developed a Multilingual department to focus on student achievement through intervention and individual meetings with EL families, and we have also developed our Student Success program to ensure we focus on graduation rates amongst our low income students in addition to the GM student body. Our vision is to personalize education for all our students and ensure that they improve and succeed in their academics and their individual goals. We have provided 1:1 availability of technology to all students, with the understanding that our low income families do not always have access to devices and hotspots. This was provided to ensure everyone has access to our online resources we provide universally to all students. GMCS had its first operational year in the 19-20 school year. Due to the COVID 19 pandemic, students did not participate in the state assessment and therefore did not receive scores to be reflected on our dashboard. GMCS also did not have a senior class during the 19-20 school year which also leaves a gap in data to impact our dashboard. GMCS has participated in the CAASPP during the 20-21 school year and we look forward to reviewing our comprehensive dashboard with reflective baseline data. As a school, we have made a commitment to focus on the needs of our underrepresented families. This focus is being made throughout all departments.|Granite Mountain Charter School strength in developing the capacity of trust building amongst stakeholders is providing staff development in cultural awareness and diversity and encourages and expects respectful conversations with families in a diverse community. GMCS plans to establish a focus area through continued staff development of underrepresented families, ranging from formal professional development to informal staff conversations with specialized coordinators, these relationships will continue to build trust and respect. Our strength in implementing a culture of creating welcoming environments for all families in the community is creating multiple educational platforms and provide a wide range of interventions for our diverse population, including sub- and underrepresented families. We also work hard to build relationships between all staff members and families. GMCS focus in this area will be to develop parent educational workshops targeted to the diverse needs of our families, strengthening our ELAC committee through higher levels of participation and attendance, and continuing to provide professional development in the area of diversity. GMCS implements Academic Learning Plans for all students. These learning plans provide a platform for teachers to have in-depth conversations about each student’s strengths, culture, language and goals. The Four Year Learning Plan for high school students also provides opportunities to analyze student classes and how they fit with the family’s strengths, cultures, languages and goals. GMCS will focus on providing education and staff development opportunities that facilitate conversations around these key areas. We establish a culture of 2-way communication by providing Trailblazer Checkpoints that translate Common Core Standards into everyday language that is easily understood from multiple perspectives and parent friendly. . Teachers meet with families to have open conversations with families centered around student learning. Materials, such as curriculum guides, visuals for Student Study Team and IEP meetings, parent organizations and groups continue to be developed to help strengthen this two-way communication to meet a higher level of 2-way communication. Our focus is to strengthen this area with increased office hours, parent workshops, and community events.|4|3|4|4|4|4|4|5|3|3|3|3|2021-06-17||2021 36750690000000|Upland Unified|3|Upland Unified continues to provide families opportunities to provide input on policies and programs within the district. Regular surveys, district and site committees, and regular family webinars provide transparency related to programs that have been purchased for our underrepresented groups in the community. Upland continues to recruit families to strengthen their committees in order to train and empower more family leaders to participate in planning and decision-making at both the site and district levels. Our next steps are an increased focus only monthly, targeted family engagement opportunities at each school site.|Upland Unified School District has begun a series of Wednesday Webinars that takes place 2 to 3 times a month for the entire school year, and are focused on the major components of the LCAP. They have been widely attended in a virtual setting and are easily accessible by our underrepresented families. Key topics related to social-emotional learning, differentiated instruction, and future college and career options, which included sessions on how to apply for the FAFSA and the Dream Act options were enjoyed by families throughout the district during the pandemic. The district plans to scale this practice out to sites and to continue to train them to engage their families around the SPSA goals to ensure families become educated in the school sites goals and know how they can advocate for their students in order to reach those goals, whether academic or social-emotional.|Upland Unified School District has instituted fully functional School Site Councils & English Learner Advisory Councils (Title I only, 9 campuses) on all fourteen campuses. Regular family and student surveys specific to LCAP and SPSA goals that help administrators, teachers, and classified staff plan how to effectively and efficiently serve this essential group of stakeholders. Although the collection of data, the capacity building of staff to engage families, and the systematic recruitment of family leaders to serve on site and district committees has been successful, what continues to be a focus and is a definite are of focus and improvement, is to incorporate families into the goal-setting process with their students by learning and appreciating their individual cultural and linguistic backgrounds. This work has begun with student goal setting in the classroom from K-8th grade and needs to expand to include a family goal-setting opportunity and an extension into high school levels in connection with the collegians' career pathways.|4|4|3|5|3|4|4|3|5|4|5|4|2021-09-07||2021 36750770000000|Apple Valley Unified|3|AVUSD enjoys strong survey participation, thought exchange engagement, and plan development support from all interested parties. We are restarting a process that was paused due to the COVID closure to bring in focused parent and community groups to address the needs of individual student groups.|The most recent school year provided a challenge to the school community to conduct home outreach and provide best practices for at-home support. With our return to in-person instruction, we are rebuilding the capacity across the system to build educational partnerships and connections once again.|With our most recent Local Control Accountability Plan process, community input made clear our need to continue to communicate well with families. The growth of our family centers is an area of great strength and progress. In addition, the focus on building connections to our school sites for all families as an LCAP goal shows an area of needed growth and attention.|3|4|3|4|4|3|4|4|4|5|3|4|2021-06-10||2021 36750773631207|Academy for Academic Excellence|3|Families are an important component of AAE's governance process. Multiple opportunities are offered to engage all members of the school community in evaluations of programs and services. Student, parent, and staff surveys are used to gather input. Parents of AAE students are invited to complete a climate survey at least every two years to provide the school with subjective measures, including satisfaction levels with all aspects of the AAE and its programs. AAE uses the survey results to foster positive learning and teaching environments, measure parent involvement, student achievement, health, and well-being. Parents are encouraged to make a difference in the governance of the school by participating in the School Site Council (SSC) and English Learner Advisory Committee (ELAC). The SSC is actively involved in developing and approving the school's Local Control and Accountability Plan (LCAP) as well as related categorical expenditures. Its members regularly evaluate data and the progress made to raise the academic achievement of all students. Parents have access to the Lewis Center for Educational Research Board (LCER) to address concerns publicly at monthly Board meetings. The LCER Board meetings are held alternately at Norton Space and Language Academy (NSLA) and AAE and streamed live to the other school site, increasing accessibility and participation for all stakeholders at both schools. Principals and Directors provide reports and presentations at Board meetings. Following each Board meeting, the AAE Principal reviews any Board presentations at a monthly Parents and Pastries meeting. These include presentations on SBA results, California School Dashboard, LCAP progress and annual updates. All parents are encouraged to attend these regularly scheduled open forums where they have access to AAE administration and representatives to ensure successful ongoing communication among parents, students, and the school. Parents and Pastries meetings are streamed live on the school's Facebook page allowing hundreds of parents that are unable to attend to view the recordings at their convenience. Parents are reminded of all public school meetings through the AAE's mass messaging system, Infinite Campus, Facebook and other social media outlets. The AAE administration actively works to continually improve academic performance, school climate, and operations through collaboration with stakeholders. Increased frequency and opportunities, both in-person and online, to engage all members of the school community have resulted in significant gains in the levels of engagement between home and school.|AAE actively works to build positive relationships with all members of the learning community. During the pandemic, multiple forms of engagement were used to ensure all families had access to their child's teacher(s) and school administrators. The use of virtual parent forums increased the opportunities for families to be made aware of decisions and participate in making these decisions that affect the school and students. Families in need of devices and wifi to access these meetings were given both either at the school or delivered to them directly. Families were provided written materials and contacted telephonically if requested. Online surveys were essential in providing feedback while keeping families and staff safe. The school discovered that participation was improved with the online surveys and forums and plans to continue to use these in combination with in-person forums to engage stakeholders.|AAE continues to engage families with 2-way communication through multiple means including in-person, multiple social media platforms, email through the student information system, and telephonically. The school provides translation services in Spanish and correspondence in both Spanish and English. The school is exploring translation services in other languages to ensure all families are engaged in communication.|5|5|4|4|5|5|5|5|5|5|5|5|2021-11-08||2021 37103710000000|San Diego County Office of Education|3|Parent trainings and workshops continued in a virtual format. Parent feedback at virtual outreach events, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2020-21 LCAP Goals & actions and services which align with our SPSAs goals and WASC action plans. DAC & DELAC members have been active leaders in contributing to the engagement of additional parents. Information regarding the Parent and Family Engagement Plan (PFEP) is continuously provided via workgroups, at parent meetings & via the district website. PFEP is distributed at SSC/ELAC & DELAC leadership meetings. Parent feedback on SPSA development and LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Parents provided feedback and planning support for the development of workshops, parent trainings, experiential learning excursions and educational book clubs via phone interviews, request at district meetings, feedback during “Coffee with the Principal” and small group discussion. Primary areas of focus have been supporting families with resources (Pandemic EBT, food and resource distribution, housing assistance, etc.), connecting via calls, emails, and virtual workshops.|"Ongoing phone calls, Parent-Teacher conferences, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings and teacher calls to parents. Remote workshops and trainings are available during the day and evening. Parent support, including translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home and from community schools to home district), parent-teacher conferences, student exhibitions of learning and school open houses. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (A-G Requirements, AB 2121 and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), Visual and Performing Arts (VAPA) information was provided. A focus area will be to increase communication on Parent Involvement activities, current research, and available resources via distance opportunities. Implementation of a new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress."|Parent and Family Liaisons (PFL), parents, and administrators worked jointly to support families with distance learning, social emotional supports and virtual parent involvement. The Student & Family Engagement (SAFE) team meets twice a month and includes School Counselors, PFLs, Student Transition, and Social Work Interns. parent involvement and participation is a standing agenda item and is discussed at every meeting. parent involvement is also discussed at monthly leadership team meetings, where opportunities and initiatives are reviewed for further dissemination throughout our schools. Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, English Language Development Assistants, Attendance Clerks, Registrars, Student Support Specialists, and Office Assistants. Expansion of resources in regional office Parent Centers will extend to all school sites. A focus for improvement will be to continue to improve multiple methods of family involvement in a virtual space.|4|4|4|4|3|5|4|4|4|4|4|3|2021-05-12||2021 37103710138016|Pacific Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. Families are involved in our WASC visits as well as in visits from our authorizer. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC, and to collaborate with leadership for decision-making. We will collaborate with our Equity, Diversity, and Inclusion Team to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture, which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and/or newsletters. Personalized learning goals for every student are established in partnership with their families, so students work on goals in the school and home setting. Programs have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers’ and leaders’ abilities to partner with families. The school recognizes the need to be more intentional about the specific things teachers should do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families, especially underrepresented families. We have many bright spots across the school, where leaders are doing this quite well, and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA, and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide, we are focused on professional development for staff that strengthens their abilities to support students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures, traditions, and rituals. Also, we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips, and clearly communicating these opportunities to families. We have an Equity, Diversity, and Inclusion Team in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students and families are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2021-06-10||2021 37103710138404|Classical Academy Vista|3|Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2020-2021 school year, the following questions were asked on the annual survey. Additionally parents were asked multiple times for feedback on programming preferences as the school transitioned from in person to hybrid and back to in person based on what was allowed for schools at the time. Please rate your overall satisfaction with The Classical Academies. For 20-21 school year parents gave us an overall satisfaction rating of 89%. Please rate your overall satisfaction with Distance Learning. For the 20-21 school year parents gave us an overall satisfaction rating of 69%. Please rate your overall satisfaction with the instructional support you and/or your student has received. For the 20-21 school year parents gave us an overall satisfaction rating of 85%. What are some positive aspects and/or challenges with the curriculum, tools, and resources that you would like us to know? Parent feedback was wide ranging but focused on the following topics: frequent teacher support was very beneficial, consistent schedules as programming transitioned from one type to another was helpful, students having access to all their materials at home either physically or through the LMS, Zoom teaching was beneficial for many students when they couldn’t be on campus, daily lesson plans for parents as they guided schoolwork a home, full distance learning was challenging, as well as learning so many new online tools.|As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At Classical Academy Vista, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment. When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.|Classical Academy Vista measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2020-2021 school year, the following questions were asked on the annual survey. Additionally parents were asked multiple times for feedback on programming preferences as the school transitioned from in person to hybrid and back to in person based on what was allowed for schools at the time. Please rate your overall satisfaction with The Classical Academies. For 20-21 school year parents gave us an overall satisfaction rating of 89%. Please rate your overall satisfaction with Distance Learning. For the 20-21 school year parents gave us an overall satisfaction rating of 69%. Please rate your overall satisfaction with the instructional support you and/or your student has received. For the 20-21 school year parents gave us an overall satisfaction rating of 85%.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-14||2021 37103710138792|JCS - Manzanita|3|Our school actively recruits participation in our School Site Council and promotes meetings for the public to attend. We often survey our stakeholders to seek feedback. To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth.|Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families one-two days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high quality resources for learning and development in the home. An area of focus for improvement would be in identifying additional strategies to connect and engage with underrepresented families.|Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education. We can improve the engagement of underrepresented families by providing supports and additional staff to teachers in identifying strategies to engage those families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-11||2021 37679670000000|Alpine Union Elementary|3|Across the District, each school offers parents opportunities to be engaged through School Site Council, PTA, Coffee with the Principal, Donuts with the Deans, and advisory committees related to a range of topics, including COVID, budget, Title I, and other key topics. Principals Council is held weekly to ensure a strong connection and collaborative efforts between campuses. A variety of communication strategies are used including a weekly newsletter to all staff, a weekly newsletter to all parents at each school, updates on social media, and a COVID dashboard on our website with current and accurate information. Personal outreach occurs to underrepresented groups to ensure inclusivity.|We have implemented a new data analysis system to identify student strengths and weaknesses. The use of i-Ready also provides teachers with hands-on information and data to personalize learning. In addition, student data is also used to develop digital personalized learning programs in English Language Arts and MAth for every student. Parent meetings and trainings are held to ensure that parents have the most up-to-date information regarding their student's progress. After reporting periods, staff trainings are held to enhance teacher knowledge. Families are engaged early in with any concerns regarding their child in our SST process.|AUSD has a strong partnership with our Native American communities. We have an American Indian Parent Committee that works to support our Native American students. Additionally, we work closely and collaboratively with the Viejas Tribal Education Center. We hold ELPAC in Spanish and work to honor and engage all cultures in our community. We have implemented No Place for Hate across all campuses to ensure that our campuses are inclusive and supportive of all students and cultures.|4|4|4|4|4|4|5|3|4|4|4|5|2021-12-15||2021 37679830000000|Borrego Springs Unified|3|LEA has high parent participation.|LEA employs a community liaison to represent families.|LEA currently strives to engage all families in the education process. Being a small school allows direct and sustained contact with parents and caregivers that builds trusting relationships over time.|4|5|3|4|3|3|4|4|4|4|4|2|2021-11-10||2021 37679830134890|San Diego Workforce Innovation High|3|One key finding from the local survey was from parent responses. When asked in the last school climate survey if the parents felt that the school tries to get parents/guardians to be part of the decision-making process, 92% responded that they strongly agreed. This year, 92% felt it was easy to contact the student’s teacher. The school holds parent engagement activities such as PAC/ELAC, awards nights, student recognition days, and parent-teacher-student conferences. The pandemic was an obstacle early on last year, and the Parent Advisory Committee meetings decreased in attendance. SDWIHS actively encourages parents/guardians to participate by making it a point to have all materials in English and Spanish. The school will continue to engage the underrepresented families through personal phone calls in their primary language, like Spanish, and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan, and progress updates. One parent reflected that the teachers, “make it fun, rewarding and non-stressful, instead of a chore, and boring.” The school meets with parents/guardians at the beginning of the year to plan out their students’ courses for the year. Regular check-in occurs monthly. SDWIHS always needs to increase the communication between parents/guardians about their educational rights. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents/guardians on engagement opportunities such as the LCAP meetings and ELAC meetings. The school informs parents of their rights during IEP meetings. There is always room to improve when striving to engage underrepresented families. It would be helpful at orientation to further educate families on how they can partner with the school, the administrators, and the teachers to improve their students learning, progress, and exercise their legal rights.|Parent/guardian outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 32 parents/guardians participating in the PAC/ELAC meetings. Additionally, there were 3365 parents/guardians attending orientation, conferences, and award nights last year. Parents report the following, “I’m grateful for the communication.,” and another shared that the school has been, “Calling or texting every week to inspire him to get a credit done.” Parents/guardians shared that the school has built trust with the students and parents/guardians. One parent shared, “… is always in constant contact, keeps me informed and truly cares for my student’s physical and mental well-being, not just his academics.” The staff communicates with parents/guardians through weekly phone calls, text messages, and emails concerning student academic progress. Many staff members are bilingual and help with communication to meet the needs of the community. Part of the professional learning includes an examination of the community profile which helps the staff better understand and support the students. Additional training was provided on social-emotional issues and trauma-informed best practices. SDWIHS could learn more about each students’ strengths and goals by having a stronger relationship with their parents/guardians.|5|5|5|5|5|4|5|4|5|5|4|4|2021-06-08||2021 37679910000000|Cajon Valley Union|3|There are many issues that a site might feel are too large to take on. However, if we work together as an entire district community, we can affect real and lasting change, one relationship at a time. At several sites this year, we are encouraging site staff to focus on developing “Just One” relationship. Creating a relationship takes time. It is also overwhelming and often paralyzing to develop relationships with everyone that might need one. However, suppose everyone in a school developed just one solid relationship with a family member that might be less engaged. In that case, we as a school and district community can positively impact 30+ families per school site. The positive benefits from that relationship will manifest into better attendance, an improvement in the Gallup Parent Survey, enhanced Family Engagement, and a healthier school community. Sites can be intentional about who they select, for example, choosing a family whose child might have mediocre attendance. The heavy-lift of selecting families with the worst attendance also needs to be done, but for this project, supporting the families with mediocre attendance can be a quick encouraging win for the teacher and provide support to families before they are overwhelmed.|As a District, we send out an annual parent survey through Gallup. We review the data to help our teams improve Family Engagement that eventually might be reflected in the survey. This year, we asked one school site to focus on one of the Gallup survey topics, which is “my school delivers on promises. ” Our goal is to be intentional and work to build relationships with parents that may be seen as less engaged. We asked this site to work on developing these relationships intentionally over time to create a genuine partnership. A partnership they can build upon and by building the capacity of parents to become engaged parent leaders or simply an authentic voice for the community.|The FACE team has regular meetings with principals to support them in enhancing their capacity to partner with families. A strength of the FACE team, especially to partner with families, is the bilingual staff. With the reduction of language as a barrier, the FACE liaisons are able to increase the engagement and capacity of underrepresented families and their students. We support sites to help teachers host Family Teacher Team events multiple times a year. We encourage and train staff to conduct Positive Home Visits, which allow teachers and parents to partner by the development of authentic relationships, which lead to better student outcomes. We assist principals in hosting town hall events and have transitioned to more informal events like “Coffee with the Principal” to build authentic relationships, hear from, and communicate with parents. These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home-school becomes, research shows that student achievement and outcomes are directly affected.|4|4|4|4|3|4|4|4|4|4|4|4|2021-05-25||2021 37679910108563|EJE Elementary Academy Charter|3|Our strengths include the multiple methods our Leadership Team utilizes to seek input from staff and families that include the Parent Advisory Committee, ELAC/DELAC, and ALL Committees, in addition to annual stakeholder survey data. Our school has implemented a universal screener for all students; and adopted the Panorama Dashboard where all data is housed, including Panorama SEL Survey results, are administered to students, parents, and staff. The school’s leadership team will review, analyze, disaggregate and present data from the dashboard to all stakeholders (parents, students, staff, and governing board). Findings will be used in alignment with our school’s Multi-tiered System of Supports (MTSS) to ensure that our students' academic, behavioral, and social-emotional needs are addressed, met, and closely monitored. An area for growth is to continue to increase parent participation in our school committees and build capacity through parent leadership positions within these committees that will provide valuable data for schoolwide decision-making.|Our strengths include hosting one-on-one parent-student-teacher conferences twice a year with 100% attendance schoolwide. During these conferences, teachers and students discuss with parents their academic progress, areas for growth, and strategies that parents can implement with their child's support at home. An area for growth is to gain insight into determining family needs. Despite administering surveys, we would like to have a better understanding of areas of interest and need. Our Parent Coordinator is currently participating in workshops on how to effectively engage families and build strong school-to-family relationships, and strategies will be shared with our staff. We also plan to incorporate a family therapist during a parent workshop to provide strategies on coping with the social-emotional needs of their child/children and how to overcome challenging situations at home.|Our strengths are in building relationships with our families and maintaining ongoing and effective two-way communication as a school. Our school employs a full-time bilingual parent coordinator to facilitate, design, assist with parent workshops, and provide resources for families in need. An area for growth is to design and implement a parent engagement plan in partnership with community-based organizations to provide identified and targeted services to students and their families. In addition, our school is in the process of implementing parent workshops at convenient times for families to maximize engagement and participation that support student outcomes.|5|5|4|5|3|3|4|3|3|3|3|3|2021-06-24||2021 37679910119255|EJE Middle Academy|3|Our strengths include the multiple methods our Leadership Team utilizes to seek input from staff and families that include the School Site Council, ELAC, and ALL Committees, in addition to annual stakeholder survey data. Our school has implemented a universal screener for all students; and adopted the Panorama Dashboard where all data is housed, including Panorama SEL Survey results are administered to students, parents, and staff. The school’s leadership team will review, analyze, disaggregate and present data from the dashboard to all stakeholders (parents, students, staff, and governing board). Findings will be used in alignment with our school’s Multi-tiered System of Supports (MTSS) to ensure that our students' academic, behavioral, and social-emotional needs are addressed, met, and closely monitored. An area for growth is to continue to increase parent participation in our school committees and build capacity through parent leadership positions within these committees that will provide valuable data for schoolwide decision-making.|Our strengths include hosting one-on-one parent-student-teacher conferences twice a year with 100% attendance schoolwide. During these conferences, teachers and students discuss with parents their academic progress, areas for growth, and strategies that parents can implement with their child support at home. An area for growth is to gain insight into determining family needs. Despite administering surveys, we would like to have a better understanding of areas of interest and need. Our Parent Coordinator is currently participating in workshops on how to effectively engage families and build strong school-to-family relationships, and strategies will be shared with our staff. We also plan to incorporate a family therapist during a parent workshop to provide strategies on coping with the social-emotional needs of their child/children and how to overcome challenging situations at home.|Our strengths are in building relationships with our families and maintaining ongoing and effective two-way communication as a school. Our school employs a full-time bilingual parent coordinator to facilitate, design, assist with parent workshops, and provide resources for families in need. An area for growth is to design and implement a parent engagement plan in partnership with community-based organizations to provide identified and targeted services to students and their families. In addition, our school is in the process of implementing parent workshops at convenient times for families to maximize engagement and participation that support student outcomes.|5|5|4|5|3|3|4|3|3|3|3|3|2021-06-24||2021 37679910140558|Bostonia Global|3|There are many issues that a site might feel are too large to take on. However, if we work together as an entire district community, we can affect real and lasting change one relationship at a time. At several sites this year, we are encouraging site staff to focus on developing “Just One” relationship. Creating a relationship takes time. It is also overwhelming and often paralyzing to develop relationships with everyone that might need one. However, suppose everyone in a school developed just one solid relationship with a family member that might be less engaged. In that case, we as a school and district community can positively impact 30+ families per school site. The positive benefits from that relationship will manifest into better attendance, an improvement in the Gallup Parent Survey, enhanced Family Engagement, and a healthier school community. Sites can be intentional about who they select, for example, choosing a family whose child might have mediocre attendance. The heavy-lift of selecting families with the worst attendance also needs to be done, but for this project, supporting the families with mediocre attendance can be a quick encouraging win for the teacher and provide support to families before they are overwhelmed.|As a District, we send out an annual parent survey through Gallup. We review the data to help our teams improve Family Engagement that eventually might be reflected in the survey. This year, we asked one school site to focus on one of the Gallup survey topics, which is “my school delivers on promises. ” Our goal is to be intentional and work to build relationships with parents that may be seen as less engaged. We asked this site to work on developing these relationships intentionally over time to create a genuine partnership. A partnership they can build upon and by building the capacity of parents to become engaged parent leaders or simply an authentic voice for the community.|The FACE team has regular meetings with principals to support them in enhancing their capacity to partner with families. A strength of the FACE team, especially to partner with families, is the bilingual staff. With the reduction of language as a barrier, the FACE liaisons are able to increase the engagement and capacity of underrepresented families and their students. We support sites to help teachers host Family Teacher Team events multiple times a year. We encourage and train staff to conduct Positive Home Visits, which allow teachers and parents to partner by the development of authentic relationships, which lead to better student outcomes. We assist principals in hosting town hall events and have transitioned to more informal events like “Coffee with the Principal” to build authentic relationships, hear from, and communicate with parents. These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home-school becomes, research shows that student achievement and outcomes are directly affected.|4|4|4|3|3|4|4|3|4|4|3|4|2021-10-12||2021 37680230000000|Chula Vista Elementary|3|This past year, site administrators utilized a presentation that was consistent throughout the District to focus on parent, student, and target group input for student achievement plans, and the LCAP document. Site administrators utilized this presentation framework to gather input from SSC, PTA, staff, both classified and certificated, and community groups. The use of the site administrator provided deeper context and learning for our learning community, strengthening the work done at DAC/DELAC. An additional engagement that has been successful for LCAP planning, was the utilization of focus group meetings with parents and students at some of the highest unduplicated count schools. The data gathered at these meetings was powerful and we have planned to continue these meetings on a wider scale in the future. Additionally, we plan to use virtual meetings as an opportunity to continue to collect stakeholder feedback and input.|Yearly, CVESD engages parents/guardians through a Hanover survey to understand their perceptions and opinions about District efforts with decision making. Although due to school closures, this survey was not administered in 2020, the Hanover survey is being administered in 2021. Parent/guardians will provide feedback around multiple questions, including their opinions about the ability contribute to the school policy related decision making process and the budget process at individual school sites. A key takeaway from the last administration of the survey is that approximately 81% of the respondents knew about opportunities to contribute to the school culture to improve student outcomes by joining site specific councils and advisory groups. An area of improvement for relationship building is understanding how to increase parent/guardian presence on campus in spite of scheduling conflicts. Hanover results (from the last administration of the survey) show us that 36% of respondents are unable to attend school functions, meetings, and join councils because of scheduling conflicts.|A major strength of CVESD is the use of DAC/DELAC meetings to educate the learning community. Each meeting is focused on the school - parent partnership that drives student learning. An area of improvement is continuing the development of site administrators to educate School Site Council members, staff members, community members, and PTA members at the site level to deepen the education that occurs at DAC/DELAC meetings.|5|4|5|4|4|4|4|4|4|4|4|4|2021-08-11||2021 37680230138073|Learning Choice Academy - Chula Vista|3|The Learning Choice Academy Chula Vista has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy Chula Vista. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms). A focus area for improvement is that TLCCV would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLCCV provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students. Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers. A focus area for improvement for Learning Choice Academy Chula Vista is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-08||2021 37680310000000|Coronado Unified|3|Referring to CUSD Board Policy and Administrative Regulation 6020, CUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, CUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. CUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. CUSD communicates with families on an annual basis regarding the CUSD Parent Involvement Policy at the beginning of each school year. The policy is included in the CUSD Registration Handbook, as well as the Student Handbook at each school site. CUSD ensures that ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translated, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. CUSD also closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services.|CUSD provides assistance to our families in understanding academic expectations through several strategies. These include regular principal coffees at all school sites, including our targeted assistance school. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent advisory committees provide valuable information regarding how best to support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community at large. Information and questionnaires are posted on the district and school websites. Annual surveys for stakeholders, including parents, are given throughout the school year via ThoughtExchange software. Requests for feedback and participation is sought through email communications. Participation from all parents is solicited, including parents of English learners, students receiving Special Education services, foster children, and families whose children receive free or reduced price lunch. Although none of our over 18 language groups met the 15% threshold for translation, some communications are translated into Spanish.|CUSD staff has a deep appreciation for the high levels of parent involvement. Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day (during a non-COVID year), provide evidence of the effectiveness in this area. Regular communication from school and district leaders reinforce the importance of parent involvement. Leaders continually model and provide ongoing messaging regarding actions needed to support active parent involvement. This messaging begins intentionally during orientation for new staff regarding parent communication. Additionally, site and district leadership partners with our parent groups to educate staff regarding specific parental needs, preferred modes of communication, critical information that parents want to know, etc. This information is shared with staff in order to improve educational services for all students. CUSD will continue to improve efforts to ensure all families are connected to published school communications and have internet access and/or a device at home.|4|4|3|3|3|4|4|4|4|4|4|4|2021-06-17||2021 37680490000000|Dehesa Elementary|3|Parent participation on surveys, meeting feedbacks, and conversations has increased. WE had a very productive school site council,and parents' club that were not detered by the pandemic and used multiple means to communicate and connect (Zoom, One Call, emails,surveys)|The school has a strong collaborative partnership with the Sycuan Learning Center where some of the Native American students attend after school tutoring sessions. Dehesa teachers meet with the Center's tutors, lead teachers, and director every trimester to set goals and pinpoint strategies that may help students. Our focus area for improvement is to come up with alternative strategies to host events onsite. Due to Covid-19 restrictions, we are very limited from offering multiple engaging activities that involve parent feedback and participation. Maintain current community partnerships (ie Sycuan Learning Center) and seek out new opportunities as well, especially those that would motivate and engage unduplicated students. Cultural awareness and connectedness will help embrace and target unduplicated students to the school and community.|Covid-19 restrictions has made it very difficult for our school to engage and therefore to continue building relationships with the families and surrounding communities. Fortunately, the community members with already established relationships with us are always available whenever they are needed and they help us connect with those we need to form relationship with.|2|1|3|3|4|4|4|5|4|4|2|4|2021-06-23||2021 37680490129221|MethodSchools|3|Parents are regularly invited to 1-on-1 meetings between the student and teacher and feedback is requested through quarterly surveys sent to parents and students. Method regularly reviews these survey results and uses this data in making schoolwide decisions, initiate new programs, and build a school that's responsive to the needs of its student population. In addition to surveys, focus groups are held to encourage open dialogue between families and the school. Recognizing the need to further involve parent voice in decision making, Method will create a parent advisory group to meet this need. The focus of this group is to empower parents to be an active participant in their students education and provide resources and support in learning at home.|Method Schools understands a strong connection between students and teachers is a key component for success in any school. The organization invests in a structured coaching and professional development program to ensure teachers and leadership are well-equipped to truly partner with families. The school also ensures families are informed of school events, important dates, and helpful resources to support learning at home through newsletters, text and broadcast messages, and Parent Workshops. Method's model ensures teachers regularly communicate progress with families through progress checks as well as encourages parent participation in one-on-one meetings with the student and teacher. Flexibility and personalization is the center of Method Schools' education program and with its commitment to Multi-Tiered System of Supports, teachers and families are able to work together to support student outcomes.|Method Schools has a high standard for building partnerships for student outcomes. Method recognizes that involved and aware parents are a key ingredient to the student success; therefore, it is expected that all students meet with their teacher one on one each week to communicate progress and concerns. Method Schools promotes inclusivity and diversity throughout the organization from its staff and faculty as well as its students and families. Method solicits feedback from all families through quarterly surveys and utilizes tools within its learning management system to increase the two-way communication between school and home including through text messaging, broadcast messaging, newsletter, and social media. Method hosts events and field trips to build a sense of community even in a widespread network of students, parents, and staff. In the 2020-21 school year, while in-person events were impossible, Method staff hosts virtual events to provide instructional support, host social hours, and guide virtual field trips to provide additional enhancements to Method Schools offerings. Recognizing the need for families to feel well-prepared when starting at Method, the school has invested in streamlining the enrollment and orientation process to support a strong start with Method.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 37680490132506|Cabrillo Point Academy|3|We pride ourselves on our strong relationships with families. However, we have seen a drop in parent participation due to COVID matters, including less free time. We will continue to seek creative ways to include all families in our substantive decision-making processes.|We assign an appropriately credentialed home school teacher (HST) to each family. The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and to review student performance and progress to date. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value. This is our first year receiving federal funds and will focus on outreach efforts specific to these funds/services.|We have established positive and fruitful relationships with all parents and guardians. We continue to refine our infrastructure to optimize outreach to non-English speaking parents.|5|5|5|4|4|4|5|4|4|4|4|4|2022-01-27||2021 37680490136416|Pacific Coast Academy|3|We pride ourselves on our strong relationships with families. However, we have seen a drop in parent participation due to COVID matters, including less free time. We will continue to seek creative ways to include all families in our substantive decision-making processes.|We assign an appropriately credentialed home school teacher (HST) to each family. The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and to review student performance and progress to date. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value. This is our first year receiving federal funds and will focus on outreach efforts specific to these funds/services.|We have established positive and fruitful relationships with all parents and guardians. We continue to refine our infrastructure to optimize outreach to non-English speaking parents.|4|5|4|4|4|5|4|4|4|4|4|4|2022-01-27||2021 37680490136614|Diego Hills Central Public Charter|3|One key finding from the local survey was from parent responses. When asked in the last school climate survey if the parents felt that the school tries to get parents/guardians to be a part of the decision-making process, 92% responded that they strongly agreed. This year, 86% felt it was easy to contact the student’s teacher. The school holds parent engagement activities such as PAC/ELAC, awards nights, student recognition days, and parent-teacher-student conferences. The pandemic was an obstacle early on last year, and the Parent Advisory Committee meetings decreased in attendance. DHC actively encourages parents/guardians to participate by making it a point to have all materials in English and Spanish. The school will continue to engage the underrepresented families through personal phone calls in their primary language, like Spanish, and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan, and progress updates. One parent reflected that the teachers make, “sure they understand before finishing zoom call, taking that extra time.” The school meets with parents/guardians at the beginning of the year to plan out their students’ courses for the year. Regular check-in occurs monthly. DHC always needs to increase the communication between parents/guardians about their educational rights. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents/guardians on engagement opportunities such as the LCAP meetings and ELAC meetings. The school informs parents of their rights during IEP meetings. There is always room to improve when striving to engage underrepresented families. It would be helpful at orientation to further educate families on how they can partner with the school, the administrators, and the teachers to improve their students learning, progress, and exercise their legal rights.|Parent/guardian outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 23 parents/guardians participating in the PAC/ELAC meetings. Additionally, there were 550 parents/guardians attending orientation, conferences, and award nights last year. Parents report the following, “The school and staff have been amazing,” and another shared that the school has been, “communicating well with us.” Parents/guardians shared that the school has built trust with the students and parents/guardians. One parent shared, “Making sure my student is at class by keeping in contact with me. That shouldn’t be necessary, but he does that, and I feel like the teachers care, which is missing from the schools that I have seen over the past 8 years.” The staff communicates with parents/guardians through weekly phone calls, text messages, and emails concerning student academic progress. Many staff members are bilingual and help with communication to meet the needs of the community. Part of the professional learning includes an examination of the community profile which helps the staff better understand and support the students. Additional training was provided on social-emotional issues and trauma-informed best practices. DHC could learn more about each students’ strengths and goals by having a stronger relationship with their parents/guardians.|5|5|5|5|5|5|4|4|5|4|5|5|2021-06-03||2021 37680560000000|Del Mar Union Elementary|3|Stakeholders, including students, parents, and district staff, engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), President's Advisory Council, English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Del Mar California Teachers Association (DMCTA), Classified Advisory Committee, District Wellness Advisory Committee, District Design Team, District Leadership Group, District Cabinet, and Facility Master Planning Committee. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation in scheduled meetings and surveys at the site and district level and focus group sessions. The strategic planning and annual goal-setting process provide many opportunities at the site and district level to assist parents with understanding expectations for their children. Continued refinement of focus group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups, for both school sites and the district and including methods for participation among families who speak a language other than English.|Our staff has a deep appreciation for the importance of parent involvement. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day in a typical year, provide evidence of the effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on all parents as equal partners in their children's education. Elements of this professional learning focus on effective communication modes, which help build and maintain positive relationships between all parents and the school. Staff at each of our school sites provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families. Principals at each school send out weekly communication and have regular principal coffees and/or parent education sessions. They also provide welcome events for incoming kindergarten students. A Welcome to Del Mar event had its inaugural session in the summer of 2019. At this event, all new families received a warm welcome to our district. District and site administrators from every school attended along with parent leaders from different school-based organizations such as the Parent-Teacher Association (PTA), Del Mar Schools Education Foundation (DMSEF), and District English Learner Advisory Committee (DELAC). The Welcome to Del Mar event is designed to introduce new families to programs and services available at our school sites and community. Unfortunately, we could not hold this event in 2020 due to health and safety measures related to the COVID-19 pandemic. We are looking forward to continuing this event when health and safety protocols are modified. DMUSD staff will continue to develop personalized learning experiences to support learning styles and maintain culturally responsive learning environments.|DMUSD staff has a deep appreciation for the importance of parent involvement. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day in a typical year, provide evidence of effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on including all parents as equal partners in their children's education. Elements of this professional learning focus on effective modes of communication, which helps to build and maintain positive relationships between all parents and the school. The Del Mar Union School District is proud of the collaborative relationship established with our dynamic and involved parent community. Our staff, including district administrators, principals, teachers, and classified staff, are skilled at building and sustaining respectful relationships with families. Each school provides a welcoming and nurturing environment for students and their parents. We engage in ongoing two-way dialogue with our community at the site and district level via parent education evenings, strategic plan development, surveys, principal coffees, and site and district committee meetings. Our superintendent provides ongoing information through Take 2, biweekly videos highlighting student learning throughout our district. In addition, quarterly Superintendent's Messages and the DMUSD Annual Report provide a comprehensive overview of the instructional program, student performance, capital projects, and other important activities. We assist our parents in understanding academic expectations through several strategies. Principal coffees at school sites and district-level parent education evenings provide opportunities to provide parents strategies for supporting children's academic achievement and emotional wellbeing. Information is also provided via Back-to-School Sessions and at one-on-one conferences with parents held twice during the year. Parents are provided a report card companion containing parent-friendly language that describes the academic goals for each trimester for English language arts and mathematics. DMUSD is home to a diverse student population with families and children speaking over 40 different languages. The district is collaborating with the San Diego County Office of Education to develop and implement a districtwide Diversity, Equity, and Inclusion plan, which includes forming a District Equity Team. A primary objective is to ensure equity and inclusion throughout the district.|5|5|4|5|5|4|5|5|5|5|4|5|2021-06-30||2021 37680800000000|Encinitas Union Elementary|3|EUSD has a culture of close communication and collaboration with stakeholders and is proud of the regular communication and collaboration structures built into district and site schedules. There are multiple structures in place for parents and staff to collaborate on site and district needs and improvements. EUSD continues to work to build in outreach structures to engage underrepresented families.|During the 2021-22 school year all nine EUSD schools have a Multi-Tiered Systems of Support (MTSS) Teacher on Special Assignment (TOSA), who will collaborate with teachers, school staff, and parents on monitoring student progress, communicating educational needs and ways to support at home, and working together to improve student outcomes.|EUSD provides community and site newsletters, webinars, and principal chats for regular communication with the community, with translation and interpretation available. School and district leaders continue to work on new strategies to engage unrepresented families, with the support of the District Community Liaison, and through SSC, ELAC, PTA and EEF.|4|4|4|4|4|4|4|4|5|5|5|5|2022-01-18||2021 37680980000000|Escondido Union|3|Strengths: The Escondido Union School District is committed to offering opportunities and building the capacity of parents to provide input into the design of educational programs at all of our schools. The Coordinator of Community Outreach, in partnership with the Director of Program Evaluation and Accountability , train and support school administrators and family liaisons in ways to engage parents in decision making and in serving in leadership capacities on all EUSD campuses. This includes participation in site-level leadership groups such as the English Language Advisory Council (ELAC), School Site Council, and Parent Teacher Association/Foundations and in district level committees such as District English Language Advisory Council (DELAC), District Advisory Committee (DAC), Escondido Council of PTAs, District Calendar Committee, the CARE Youth Advisory Committee, and School Wellness Committee. Family members involved in leadership committees on school campuses receive further training/guidance from the school’s family liaison on all aspects of their roles and responsibilities. In addition to leadership committees which provide opportunities for family members to participate in the ongoing design of programs on school campuses, all EUSD schools offer the virtual Coffee with the Principal program at least three times a year for families. Attendees at Coffee with the Principal are encouraged to provide feedback to the principal and school team on current issues at the school. Once a year, the district offers more directed opportunities for family members to provide direct input into priorities for the district’s Local Control Accountability Plan (LCAP). The district has gathered this input through site and district leadership committees, specific LCAP Community Input Meetings, the District Design Team and through the Thought Exchange online forum. Focus Area for Improvement: The district continues to work to collaborate more directly with parents in the planning, design, and implementation of programs at the district and site level. Administrators and school teams were trained and continue to be encouraged to integrate parents into site Positive Behavior Interventions and Supports (PBIS) teams. These teams are responsible for the development and implementation of a multi-tiered system of support - ensuring a safe, positive school climate and ongoing student and family engagement. In addition, although parents are invited to participate in district-level program design teams such as the CARE Youth Advisory and Calendar Committee, more efforts will be put into outreach to parents to ensure diversity among parent representatives.|Strengths: The Escondido Union School District (EUSD) truly values and practices relationship-based family engagement, and has dedicated resources to ensure every family member feels connected to their child’s education. At the district level, the Coordinator of Community Outreach oversees all aspects of family engagement districtwide so that each family, regardless of the school their child attends, is welcomed to serve as a true partner in their child’s education. This includes providing ongoing training for school administrators, and developing and implementing cohesive and consistent programs available at all school sites focused on family engagement. Dialogue and reflection about practices that are culturally responsive, equitable, and accessible to all families are the focus in meetings with administrators and other district leaders throughout the year. In addition to the district-level support, every EUSD school operates a Family Engagement Center, coordinated by a family liaison, to facilitate volunteer opportunities, parent leadership groups, workshops, and activities on their school campus. The Family Liaisons provide individual support to families in need, coordinate community resources, and assist with communication between families and school staff. They also work closely with the school administrator and front office staff to implement welcoming practices – to ensure every parent, family and community members feels welcome and connected to the school—and to support ongoing two-way communication between school staff and families. This includes parent-teacher conferences, school newsletters, weekly school phone calls and emails, posting of event flyers, and individual parent communication both by phone and in person. Focus Area for Improvement: The district continues to work to ensure ALL staff, from classroom teachers to support staff, adopt practices that reflect the district value of relationship-based family engagement. During the 2021-2022 school year, school administrators and family liaisons will continue this focus by providing staff workshops on family engagement, with a focus on the development of building school-site agreements on ways to connect, honor, and partner with families on the school campus. Staff will be regularly reminded of their agreements and will be celebrated for their efforts to build even stronger relationships with families in the year ahead.|Strengths: EUSD encourages collaboration between students, families, school staff, and community members in the vision of actualizing the potential of every learner. To ensure school staff are engaging with parents as partners, the Coordinator of Community Outreach provides regular training to administrators and provides ongoing support and oversight of the development and implementation of a menu of family activities, leadership, and educational opportunities to meet the school’s diverse family needs. The trainings include presentations at administrator meetings as well as the convening of twice annual site visits with the school principal and family liaison to identify and monitor specific site annual family engagement goals and activities. In addition to training on a district-level, principals and family liaisons share information on family engagement with staff at their school sites at least annually. Family liaisons provide an overview of the services offered through their Family Engagement Center at the beginning of the year, and communicate on an ongoing basis with staff about upcoming meetings and events. The family liaisons also share how they can be utilized to foster better communication and relationships between school staff and parents. EUSD recognizes that families want to partner with their child’s school team, but might not know how to best support their child’s academic and/or personal success. One of EUSD Family Liaison Team’s main goals is to equip parents and family members with the tools to serve as partners throughout their child’s school years. To do so, administrators, family liaisons and teachers share information with families on how to connect and support their child’s education through the parent-student handbook, school newsletters and social media postings, at workshops, and at group/individual meetings. Each school hosts one family workshop each year that focuses on what parents can do at home to support their child’s academic success, and offers additional workshops on topics ranging from preparing for parent-teacher conferences to fostering healthy habits at home, all at no cost to family and community members. Focus areas for improvement: The EUSD Family Liaison team recognizes that many family members who want important information to support their child’s success are unable to get to the school site to participate in regular workshops and trainings. To address this barrier to learning and partnership, the team has launched a Family and Community Engagement Online Learning Library that is accessible both during in person workshops and online through the district’s website.|3|4|4|5|4|4|4|4|4|4|4|3|2021-06-24||2021 37680980101535|Heritage K-8 Charter|3|Heritage K-8 Charter School engages families through various advisory bodies and through parent representation on the school’s Governing Board. The Parent Volunteer Organization also interacts with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP) parents serve on a committee to review the draft document and make recommendations. The draft LCAP is made available to all of our families for review online and in print by request. Parents are encouraged to send in comments prior to the noticed public hearing, but they can also provide input directly to the Board at the hearing. The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Heritage K-8 Charter School is using online parent surveys to provide information and seek feedback on issues throughout the year. The communications team plans to continue and expand its use of social media to reach all families, including underrepresented groups in the school community. At Heritage Flex Academy, parents are fully involved in the decision-making progress. As an independent study program, parents participate in all decisions about their student’s education program. They also provide input on the types of enrichment activities they would like to see the school offer, and they work hand-in-hand with their student’s academic advisors. At Heritage K-8 Charter School, we work together to plan, implement, evaluate, and improve our family engagement activities. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population. As we move forward, we will focus our efforts on how to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families.|At Heritage K-8 Charter School (HK8), we believe that parents are ultimately responsible for the education of their students, and we partner with them to provide quality teachers, materials, and resources, so they can feel confident helping their students learn and grow in mind and heart. The school is always looking for ways to strengthen partnerships with families, and to help in matching their students with the ideal learning option. We offer a full range of educational options from the Traditional Learning Option at Heritage Elementary and Heritage Junior High to the Flex Learning Option at Heritage Flex Academy. Through a range of policies and programs, the school is providing families with information and resources to support student learning and development in the home. At the beginning of each school year, planners are issued to each student. All homework assignments are posted online and updated daily so parents and students can all know when assignments are due. This year marked the first year of a two-year expanded focus on science and engineering across all of the school’s programs via the adoption of Project Lead the Way curriculum. Full adoption of curriculum, training of teachers, and implementation of lesson plans will be completed next year. At Heritage Junior High School, students who need extra help getting work done can attend academic tutorials for an hour after school with their regular classroom teachers. At Heritage Flex Academy, Academic Advisers work with student services, students, and parents to outline and implement an educational plan that both satisfies state requirements and meets the family’s goals. All Independent Study curriculum is delivered online, making it accessible to people even at a distance. HK8 provides several opportunities for teachers to meet with families and students to discuss student progress and to find ways to work together to improve student learning. Examples include New Parent Orientation meetings where parents learn about academic expectations, current policies, and receive answers to any questions they might have and parent/teacher conferences. Although not mandatory, the conferences are highly attended. Parent/teacher conferences are mandatory at Heritage Flex Academy to ensure that parents are aware of their responsibilities and can effectively partner with teachers to promote their student’s growth. In addition to face-to-face communications, parents can access the school’s online grade book system to receive real time data on student performance. There are three grading periods in the semester to help parents gauge student progress and catch any potential issues early. As HK8 seeks to improve our partnership with parents and boost student outcomes, our communication framework will continue to evolve to provide exceptional parent/school communications. This will include hosting several community events for parents on topics of interest to the school’s underrepresented population.|Heritage K-8 Charter School (HK8) has worked hard through the years to build trusting and respectful relationships with our students and their families. Timely and relevant communications help to create an atmosphere of openness and inclusiveness. Through Heritage Notes, the Heritage Junior High Newsletter and the Heritage Flex Academy Newsletter, families are informed of upcoming events, important activities, and important messages related to their students experience at school. When special or timely communications are necessary, the school reaches out via email to all parents through Constant Contact. In addition to one-way communication, the school also encourages teachers to reach out to parents to keep them informed of their student’s progress on a regular basis. Emails and phone calls keep parents in the loop and help build a good working relationship between home and school. Parents are also encouraged to attend Back-to-School night to learn about their student’s teachers and to review the academic expectations for the year. Our administrative personnel are always available and ready to speak with parents. They greet the students in the morning and are present as they leave in the afternoon. In addition, the administration works with the Parent Volunteer Organization to find ways for parents to help move the mission of the school forward. The School seeks to create a welcoming environment for our students. Class sizes are kept at a minimum (no more than 26 students), and our rooms are clean and inviting. We offer campus tours to prospective parents who might want to consider enrolling their students in our school. We also provide fun activities for our students like Family Fun Day at Heritage Elementary and dances for students at Heritage Junior High and Heritage Flex Academy. At HK8, we seek to engage our families in ways that are clear and user-friendly to them. We provide Parent Education Seminars to help our parents understand how they can participate in their student’s education. We hold informal Coffee Chats, where parents can meet with educators and ask questions in a relaxed and friendly environment. The school also employs a safety text messaging system that ensures contact with all families via cell phone within minutes of a safety issue on campus. The COVID-19 pandemic introduced additional communication challenges. Over the past year, the school has worked diligently to address these challenges and effectively meet the needs of our families. In addition to the standard communication formats (e.g., email, Heritage Notes, etc.), the school incorporated the use of frequent meetings via Zoom and Google Meet with stakeholders to provide updates, share challenges, and receive feedback to help inform the school’s decision making. As we move forward, it is the intention of Heritage K-8 Charter School to learn more about our families, including their strengths, cultures, and goals for their students.|5|5|4|5|4|5|5|3|4|4|4|4|2021-06-24||2021 37680986116776|Classical Academy|3|The Classical Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2020-2021 school year, the following questions were asked on the annual survey. Additionally parents were asked multiple times for feedback on programming preferences as the school transitioned from in person to hybrid and back to in person based on what was allowed for schools at the time. Please rate your overall satisfaction with The Classical Academies. For 20-21 school year parents gave us an overall satisfaction rating of 89%. Please rate your overall satisfaction with Distance Learning. For the 20-21 school year parents gave us an overall satisfaction rating of 69%. Please rate your overall satisfaction with the instructional support you and/or your student has received. For the 20-21 school year parents gave us an overall satisfaction rating of 85%. What are some positive aspects and/or challenges with the curriculum, tools, and resources that you would like us to know? Parent feedback was wide ranging but focused on the following topics: frequent teacher support was very beneficial, consistent schedules as programming transitioned from one type to another was helpful, students having access to all their materials at home either physically or through the LMS, Zoom teaching was beneficial for many students when they couldn’t be on campus, daily lesson plans for parents as they guided schoolwork a home, full distance learning was challenging, as well as learning so many new online tools.|As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At The Classical Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment. When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2020-2021 school year, the following questions were asked on the annual survey. Additionally parents were asked multiple times for feedback on programming preferences as the school transitioned from in person to hybrid and back to in person based on what was allowed for schools at the time. Please rate your overall satisfaction with The Classical Academies. For 20-21 school year parents gave us an overall satisfaction rating of 89%. Please rate your overall satisfaction with Distance Learning. For the 20-21 school year parents gave us an overall satisfaction rating of 69%. Please rate your overall satisfaction with the instructional support you and/or your student has received. For the 20-21 school year parents gave us an overall satisfaction rating of 85%.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-14||2021 37681060111195|Classical Academy High|3|The Classical Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2020-2021 school year, the following questions were asked on the annual survey. Additionally parents were asked multiple times for feedback on programming preferences as the school transitioned from in person to hybrid and back to in person based on what was allowed for schools at the time. Please rate your overall satisfaction with The Classical Academies. For 20-21 school year parents gave us an overall satisfaction rating of 89%. Please rate your overall satisfaction with Distance Learning. For the 20-21 school year parents gave us an overall satisfaction rating of 69%. Please rate your overall satisfaction with the instructional support you and/or your student has received. For the 20-21 school year parents gave us an overall satisfaction rating of 85%. What are some positive aspects and/or challenges with the curriculum, tools, and resources that you would like us to know? Parent feedback was wide ranging but focused on the following topics: frequent teacher support was very beneficial, consistent schedules as programming transitioned from one type to another was helpful, students having access to all their materials at home either physically or through the LMS, Zoom teaching was beneficial for many students when they couldn’t be on campus, daily lesson plans for parents as they guided schoolwork a home, full distance learning was challenging, as well as learning so many new online tools.|As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At The Classical Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment. When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2020-2021 school year, the following questions were asked on the annual survey. Additionally parents were asked multiple times for feedback on programming preferences as the school transitioned from in person to hybrid and back to in person based on what was allowed for schools at the time. Please rate your overall satisfaction with The Classical Academies. For 20-21 school year parents gave us an overall satisfaction rating of 89%. Please rate your overall satisfaction with Distance Learning. For the 20-21 school year parents gave us an overall satisfaction rating of 69%. Please rate your overall satisfaction with the instructional support you and/or your student has received. For the 20-21 school year parents gave us an overall satisfaction rating of 85%.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-14||2021 37681060137034|Audeo Charter School III|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2020-2021 the school received input from dozens of students and parents and used the results in the development of the 2021-2022 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has 5 formal partnerships providing services and supports to families throughout the school year.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 95% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 95% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23||2021 37681063731023|Escondido Charter High|3|Escondido Charter High School engages families through various advisory bodies and through parent representation on the school’s Governing Board. The Parent Volunteer Organization also interacts with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP) parents serve on a committee to review the draft document and make recommendations. The draft LCAP is made available to all of our families for review online and in print by request. Parents are encouraged to send in comments prior to the noticed public hearing, but they can also provide input directly to the Board at the hearing. The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Over the past two years, a significant point of emphasis has been the availability of timely communications with parents and guardians whose primary language is other than English. These efforts have provided additional access and input for these families. As part of its continued partnership with parents, Escondido Charter High School utilizes online parent surveys to provide information and seek feedback on issues throughout the year. The communications team plans to continue and expand its use of social media to reach all families, including underrepresented groups in the school community. In addition, the school would like to create more opportunities for families to engage with the administrative team in meaningful ways through several different means including mini presentations, coffee talks, and other activities in small groups. At Escondido Charter High School, we work together to plan, implement, evaluate, and improve our family engagement activities. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population. As we move forward, we will focus our efforts on how to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families.|At Escondido Charter High School, we believe that parents are ultimately responsible for the education of their students, and we partner with them to provide quality teachers, materials, and resources, so they can feel confident helping their students learn and grow in heart and mind. The school is always looking for ways to strengthen partnerships with families and to help them match their students with the ideal learning option for them. The school offers a full range of educational options from the Traditional Learning Option to the Flex 4-Day and Flex 1:1 Learning Options. Through a range of policies and programs, the school is providing families with information and resources to support student learning and development in the home. Long before their students enter Escondido Charter High School, we hold New Parent Orientation meetings to let parents know what to expect academically, to bring them up to speed on our current policies, and to field any questions they might have. The week before school starts, new students are brought on campus for a New Student Orientation where they are given campus tours, check out books and get to know where their lockers are. Daily planners are issued to each student, and all homework assignments are posted online and updated daily so parents and students can all know when assignments are due. Students who need extra help getting work done can attend academic tutorials for an hour after school with their regular classroom teachers. The school also provides students and their families with valuable guidance through our Student Services Department. Our counselors meet with students individually each year to develop an educational plan tailored to their needs. In addition, the school offers several college seminars for students and parents to help them understand their post-secondary options and develop strategies for their students. We recently expanded these seminars to include community colleges. New seminars are being added this year to help students understand and complete applications for colleges, scholarships, and financial aid. We also invite colleges to come on campus to provide updated information to our students on the programs they offer. In addition to face-to-face communications, parents can access the school’s online grade book system to receive real time data on student performance. There are three grading periods in the semester to help parents gauge student progress and catch any potential issues early. As Escondido Charter High School seeks to improve our partnerships with parents and improve student outcomes, we plan to communicate more clearly, using interpreting services, as needed, for parent/school communications. We are also planning to host several community events for parents on topics that might be of interest to the school’s underrepresented population.|Escondido Charter High School has worked hard through the years to build trusting and respectful relationships with our students and their families. Timely and relevant communications help to create an atmosphere of openness and inclusiveness. Through Charter Notes, which are emailed to parents, families are informed of upcoming events, important activities, and important messages related to their students experience at school. For those instances where special or timely communications are necessary, the school reaches out via email to all parents through Constant Contact. Several of the teachers also provide families with class newsletters. In addition to one-way communication, the school also encourages teachers to reach out to parents to keep them informed of their student’s progress on a regular basis. Emails and phone calls keep parents in the loop and help build a good working relationship between home and school. Parents are also encouraged to attend Back-to-School night to learn about their student’s teachers and to review the academic expectations for the year. Our administrative personnel are always available and ready to speak with parents. They greet the students in the morning and are present as they leave in the afternoon. In addition, the administration works with the Parent Volunteer Organization to find ways for parents to help move the mission of the school forward. At Escondido Charter High School, we seek to engage our families in ways that are clear and user-friendly to them. We provide Parent Education Seminars to help our parents understand how they can take part in their student’s education. We have expanded the Student Services Department to include social and emotional counseling. We have also added some safety-related presentations to our seminar lineup, including a meeting for parents on the hazards of vaping and other important topics. In addition to these direct communication efforts, the school holds special evenings on campus where families are invited to participate. History Night provides an opportunity for parents to see student work and hear student presentations on a special topic from history, and our Arts Festival brings families in to celebrate our students’ artistic achievements. The COVID-19 pandemic introduced additional communication challenges. Over the past year, the school has worked diligently to address these challenges and effectively meet the needs of our families. In addition to the standard communication formats (e.g., email, Charter Notes, etc.), the school incorporated the use of frequent meetings via Zoom and Google Meet with stakeholders to provide updates, share challenges, and receive feedback to help inform the school’s decision making. As we move forward, it is the intention of Escondido Charter High School to learn more about our families, including their strengths, cultures, and goals for their students.|5|5|5|5|4|5|5|3|4|4|4|4|2021-06-24||2021 37681140000000|Fallbrook Union Elementary|3|"Our school sites and district offer a variety of ways to engage families in advisory groups and with decision making. Active advisory groups include Parent Advisory Councils at our district preschool center and for our districtwide Migrant Education Program, school Lighthouse teams, PTA/PTSO at all of our school sites, including the preschool, School Site Councils (all school sites), English Learner Advisory Committees at all in-town school sites, as well as a District Advisory Committee and District English Learner Committee made up of teacher and parent representatives from all schools sites. Each year our Director of Curriculum and Instruction hosts individual advisory group boot camps to review with principals and staff ""how to involve families in advisory groups and decision making"" at the site and provides training materials for SSC/ELAC. In addition, we illicit parent feedback in an Annual Needs Assessment developed by DELAC/DAC, offering other Parent Surveys through Panorama and West Ed, and offering multiple dates and times for parent input into the district LCAP annually. The schools/district ensure that all meetings (committee/engagement activities) are offered in both English/Spanish and that meeting times vary to support the engagement of working families. Outreach for activities are done in a variety of ways: all calls, emails, paper flyers, digital flyers, and personal phone calls to ensure that all families, including our underrepresented families are notified. Finally, parent committees use the data and feedback from parent surveys and the Needs Assessment to plan, implement, and evaluate family engagement activities. As a district we are committed to ensuring high levels of involvement and communication and will continue to improve levels of involvement by recruiting a variety of parents to participate in leadership roles and committees."|FUESD's strength continues to be building partnerships with parents through strong regular communication, inviting parents to participate in leadership roles at our sites and the district level, as well as providing parents with learning opportunities through parent nights and family workshops. Annually, all schools provide families with a calendar of workshops and events included within their Parent-Family Engagement Policies. Parent advisory committees make recommendations as to events and recommendations that would benefit parents. Annually, the district has two designated Parent-Teacher-Student Conference windows for review of student progress, as well as provide other means for regular communication between home and school including, but not limited to Teacher Classroom Google Sites, and access to staff email address and work phone numbers. An area of improvement will be providing professional learning that supports teachers and principals to improve the schools capacity to partner with families. While we have systems that support regular communication, support with a variety of parent committees, we believe professional development in this area with improve engagement of underrepresented families. All schools will conduct a minimum of 5 Coffee and Conversations in which the principal invites families to attend a meeting to discuss specific topics throughout the year.|Fallbrook Union Elementary School District annually surveys all TK-8th grade parents. The survey assesses seven criteria and includes an open-ended comment section. Key findings from the survey include input on school climate and culture, parent engagement and communication, parent education topics, and parent perception of the academic program and school safety. Parents from both the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) analyze the data and comments resulting in recommendations to the Board that promote parent participation. This survey is aligned to all three goals of the LCAP and our district's Blueprint for Success. Highlights from the surveys and input include that families feel welcome on our campuses and believe that school is a safe place for their children. The district has identified a focus area for improvement in the training with supporting our staff to learn about each family's strengths, cultures, languages, and goals for their children. We believe continuing the focus of creating supportive and positive school cultures and climates, along with providing staff to support the home school connection at our sites with the greatest need, and providing our staff with additional training and support in understanding families we will improve the engagement of underrepresented families.|4|4|3|5|3|4|5|4|5|4|5|5|2021-10-04||2021 37681220000000|Fallbrook Union High|3|The LEA has demonstrated progress with a strong ELAC and DELAC committee who inform strong School Site Councils at school sites. Additionally underrepresented parents are supported through the Saturday Academy and through the Parent Leadership Workshops and Mano a Mano Parent Workshops offered by the LEA. Parents are also involved in individual school sites through Coffee with the Principal, Coffee with the Counselor the Global Village, ASB, band, and athletics. A focus area for improvement would be providing opportunities for families, teachers, principal's and district administrators to work together to plan, design and implement family engagement activities at both the school and district levels.|One of the LEA's areas of strength is the employment of a district bilingual liaison who serves as a parent and community liaison for the school site. The bilingual liaison works in the Parent Welcome Center, where parents can come and access computers to look up students grades, confirm and check their data in the system, inquire about resources, and have a work space if they are parent volunteers. Our bilingual liaison also runs a parent leadership workshop in which he provides support and education to parents who want to learn how to navigate the school system. The LEA also has a strong PTSA and works with families through a variety of different programs such as the Global Village, CTE, Band, ASB, and athletics.|One of the LEA's strengths in this area is the Mano a Mano Parent Workshop,the parent leadership workshops that are offered to parents throughout the course of the school year. Additionally our district therapist is offering a Parent Night to support students and parents with the social emotional difficulties that have manifested throughout the pandemic. The LEA offers a Saturday Academy in which both represented and underrepresented parents have access to courses such as computers, ESL, Citizenship, Ballet Folklorico, and INEA. Parent Leadership and the Saturday Academy both serve all parents but focus on underrepresented parents. Other areas of strength are the School Site Councils, Coffee with the Principal, Dinner with the Counselor, ASB, Band, Global Village, Dual Immersion, and athletics. Parents are interested, involved, and invited to support these programs on school sites.|3|4|4|4|2|2|2|4|4|4|4|3|2021-10-11||2021 37681300000000|Grossmont Union High|3|The District maintains a number of avenues for parents to get involved in decision making. These include: school site councils, parent nights, IEP nights, the English Learner Advisory Council (ELAC), the District English Learner Advisory Council (DELAC), the District Advisory Committee (DAC), APT meetings, Community Advisory Committee (CAC) offered through the SELPA, multiple opportunities to participate in WASC accreditation, the Parent Teacher Student Association (PTSA), booster clubs, the CTE Advisory Committee, and various community-based strategic planning sessions. We have used ThoughtExchange over the last two years to gain insight from our students, parents, and community members in District decision making. As well, each school site offers a number of opportunities for parents to get involved. Based on our survey data, the District has more broadly advertised the availability of parent-involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) wherein parent engagement is a high priority. Based on our survey data, the District has more broadly advertised the availability of parent-involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) wherein parent engagement is a high priority.|The District maintains a variety of ways to build productive relationships with students and their families. District initiatives aimed at cultural competence were implemented in 2019-20 and address weaknesses in connecting with underrepresented families. Recently, the District introduced the Xello portal for parents to engage with students around academic achievement and build knowledge about college preparedness. The District has just completed training with 35 management and over 100 teachers on Talking Points. This online service provides a two-way, multi-lingual vehicle for parent and family communication.|The District maintains multiple methods of initiating and training staff to develop student partnerships. This includes online options of communication facilitated by our student information system (e.g., Parent Portal). However, reaching out to historically underrepresented groups remains a challenge. To respond, the District and school sites continue to promote the Parent Portal by reaching out to students and parents by email, by phone, and in person. In 2021, the District will be using Talking Points, an online platform designed to promote and enhance relationships with our parents and community that supports two-way, translated communication.|3|2|3|2|3|4|4|4|4|4|3|3|2021-10-07||2021 37681300139063|The Learning Choice Academy - East County|3|The Learning Choice Academy East County has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy East County. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLCEC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events.|The mission of The Learning Choice Academy East County focuses on building relationships with students and parents. The Learning Choice Academy East County works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-08||2021 37681303731262|Steele Canyon High|3|Steele Canyon recognizes that parents and guardians are the most influential stakeholder in a student’s life. SCHS seeks to partner with our parents and guardians and provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, interviewing potential staff members, and governing board. We have plenty of events and opportunities to communicate with families and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process. SCHS also closely monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruption to educational services.|Steele Canyon prides itself on establishing positive relationships with our families. We invite our families on campus throughout the year to make them feel welcome, showcase our programs, and provide information. Steele Canyon staff is accessible to our families through email, phone call, and grades are communicated regularly through our student information system. As our demographics are shifting, we need to focus more on educating our staff about each family's strengths, cultures, and languages. Additionally, we plan to continue to increase opportunities for our community to provide feedback (in multiple languages) on how we can best meet the needs of our students. The LCAP process also provides many opportunities to assist parents with understanding expectations for their students. Participation from all parents is solicited, including parents of English Learners, students receiving Special Education services, foster children, and families whose children receive free or reduced price lunch. Technology is a tool often used to both communicate information and request feedback about the LCAP goals and actions. Annual surveys and Thought-Exchanges will be administered to interact with various stakeholders.|Steele Canyon highly values parent involvement and considers our families as partners in their child’s education. SCHS provides families with valuable information and resources to support student learning and development in the home through events like Cougar Parent 101, Math Night for freshman and Curriculum Nights. Steele Canyon has SST meetings for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The Steele Canyon Parent Handbook is designed to communicate policies and procedures to all families. It is updated annually and can be found on our website. Additionally, Steele Canyon provides information regarding their legal rights at 504 meetings, IEP meetings, expulsion referrals, and formal complaints to understand and exercise their legal rights and advocate for their students. SCHS will continue to improve efforts to ensure that all families are connected in order to access critical school communications and publications. Our focus area of improvement is to provide professional learning and support to staff to improve our school’s capacity to partner with families.|4|4|3|4|3|4|4|4|4|3|3|3|2021-06-23||2021 37681550000000|Jamul-Dulzura Union Elementary|3|JDUSD has chosen to seek and gather parent input and support parent participation in a variety of ways throughout the year. On average ( non COVID times) we offer 110 opportunities each year for parents to visit school and to become involved. During COVID we have increased the opportunities for engagement through zoom. For our underrepresented families we have ensured they had the materials needed to participate ( ie chromebooks and hotspots). An annual survey is posted on the district web page. In addition, Principals hold approximately 16 informal coffee meetings (Chats at K-5 and Klatches at 6-8) each school year with parents/guardians. These meetings are open ended and allow for free conversation and structured discussions around specific topics which are of high interest to parents. The District Strategic Planning Team (SPT) is a collaborative team that includes parents, staff and school board members. The SPT meets two times each year for 3 hours to review progress and make recommendations toward the Strategic Plan which includes all of the district's 6 LCAP goals. In addition, a Parent Advisory Group Experience (PAGE) meeting is held in the Fall and Spring. Parents from the district are all invited to attend. We also make sure parents from the District English Learner Advisory Council, PTA, PTSA, School Site Councils, and the Strategic Planning Teams are invited too. The PAGE reviews progress made toward each LCAP goal and then provides input as to the next steps for each of the goals. A record of attendance and of the input shared at the meeting is kept on file at the district office. Approximately 3,046 times per year parents/guardians participate in school and or district events. Translators are provided for parent conferences, IEP and SST meetings. Weekly messages are provided in writing and via phone in both English and Spanish for parents to remind them of involvement, participation, and input opportunities on all school sites.|Principals, teachers, bus drivers, and more, genuinely care about their students and want families to feel welcomed and part of the school community. They work diligently as a team and and as individuals to try to ensure that there are opportunities for two-way communication and that all communication is trusting and respectful. Our principals work with their office staff to ensure that the office feels welcoming to all. We have increased the number of bilingual people in the offices as openings have occurred in order to facilitate communication between families and school. Principals work to have multiple opportunities on campus or through zoom for two-way communication between staff and families including but not limited to coffee chats, parent teacher conferences, and family nights such as Literacy Night, PI Night, and Parent Education Night. Our focus area for improvement is for all staff members at each site who come in contact with families, to learn each and every family's strengths, culture, language, and goals for each of their children. Teachers and the principals know each family, but it is imperative that the other people on site ie. the office staff also know what parents hopes and dreams for their children are so that we can support families anytime they are on campus.|Principals and the JDUSD Cabinet Team have been working together to ensure that teachers and staff know how to partner with families in order to ensure positive outcomes for students both academically and mentally. For the 2021-22 school year, we have actively worked with the San Diego County Office of Education in order to update and ensure our resources for families is complete for our area. We have added additional psychology support along with Sandy Hook Say Something Anonymous at the middle school and Care Solace support throughout the district. Teachers meet with families during parent/teacher conferences twice a year and informally on an as needed basis. We have worked diligently to ensure that our parent advocacy information is complete and up to date on our website along with sending the information home and referring parents to where it is posted when applicable.|5|3|4|4|4|4|4|4|5|4|4|4|2021-06-24||2021 37681630000000|Julian Union Elementary|3|We have some amazing families and several families participate in a lot of planning and decision making process. It has been difficult to include some of our other families. These families are very busy and live a long distance from school. Our goal is to provide Zoom and other technology options for families as we move forward in planning and decision making meetings.|Due to the Pandemic and the distance learning program we set up, we now have many more resources to contact and stay in communication with parents. Parents must drop off one at a time and confirm with staff before they leave that the student has no symptoms. This student screening program each morning allows parents to communicate daily with school staff. Families at home and staff at school have all established the ability to communicate using phone conferencing and Zoom meetings. Our district is very large so this allows some of our most remote families participate in school programs.|We meet with parents through our LCAP committee and through other groups including: English Language Liaison parent group, Pathways community outreach meeting, and Indian advisory meeting. We continue to work to gather more input from our parents and community members.|4|4|4|4|4|4|4|4|4|3|3|3|2021-09-08||2021 37681630128421|Harbor Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. Families are involved in our WASC visits as well as in visits from our authorizer. We have established advisory groups and have created opportunities for parent input. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC, and to collaborate with leadership for decision-making. We will collaborate with our Equity, Diversity, and Inclusion Team to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture, which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses. We provide information through parent information handbooks, online platforms, and weekly updates and/or newsletters. Personalized learning goals for every student are established in partnership with their families, so students work on goals in the school and home setting. Programs have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers’ and leaders’ abilities to partner with families. The school recognizes the need to be more intentional about the specific things teachers should do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families, especially underrepresented families. We have many bright spots across the school, where leaders are doing this quite well, and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA, and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide, we are focused on professional development for staff that strengthens their abilities to support students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures, traditions, and rituals. Also, we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips, and clearly communicating these opportunities to families. We have an Equity, Diversity, and Inclusion Team in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students and families are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2021-06-10||2021 37681630137109|Diego Valley East Public Charter|3|One key finding from the local survey was from parent responses. When asked in the last school climate survey if the parents felt that the school tries to get parents/guardians to be part of the decision-making process, 92% responded that they strongly agreed. This year, 92% felt it was easy to contact the student’s teacher. The school holds parent engagement activities such as PAC/ELAC, awards nights, student recognition days, and parent-teacher-student conferences. The pandemic was an obstacle early on last year, and the Parent Advisory Committee meetings decreased in attendance. DVE actively encourages parents/guardians to participate by making it a point to have all materials in English and Spanish. The school will continue to engage the underrepresented families through personal phone calls in their primary language, and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan, and progress updates. One parent reflected that the teachers make, “sure they understand before finishing zoom call, taking that extra time.” The school meets with parents/guardians at the beginning of the year to plan out their students’ courses for the year. Regular check-in occurs monthly. DVE always needs to increase the communication between parents/guardians about their educational rights. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents/guardians on engagement opportunities such as the LCAP meetings and ELAC meetings. The school informs parents of their rights during IEP meetings. There is always room to improve when striving to engage underrepresented families. It would be helpful at orientation to further educate families on how they can partner with the school, the administrators, and the teachers to improve their students learning, progress, and exercise their legal rights.|Parent/guardian outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 52 parents/guardians participating in the PAC/ELAC meetings. Additionally, there were 442 parents/guardians attending orientation, conferences, and award nights last year. Parents report the following, “I am pleased with the care and concern shown by her teacher and advisor! It is clear that they desire success for the student!” and another shared, “I’m grateful for the communication.” Parents/guardians shared that the school has built trust with the students and parents/guardians. One parent shared, “communication and flexibility,” and that there are, “quick responses via email.” The staff communicates with parents/guardians through weekly phone calls, text messages, and emails concerning student academic progress. Many staff members are bilingual and help with communication to meet the needs of the community. Part of the professional learning includes an examination of the community profile which helps the staff better understand and support the students. Additional training was provided on social-emotional issues and trauma-informed best practices. DVE could learn more about each students’ strengths and goals by having a stronger relationship with their parents/guardians.|5|5|5|5|5|5|4|4|5|4|5|5|2021-06-03||2021 37681630138156|JCS - Mountain Oaks|3|JCS Mountain Oaks has regularly scheduled School Site Council meetings composed of parents, classified staff, certificated staff, and students. During these meetings stakeholders provide input into the development of policies and programs. JCS Mountain Oaks actively engages the whole community by surveying all stakeholders.|JCS Mountain Oaks provided professional learning opportunities to teachers and principals, such as Nancy Fetzer writing training and Cognitively Guided Instruction in mathematics training. In terms of resources for parents, teachers provided curriculum, activities, and lessons to be worked on in the home during home study days. JCS Mountain Oaks staff regularly met with families & students to discuss progress during student-led goal setting conferences, regular parent teacher meetings, and end of year Scholarly Presentations. JCS Mountain Oaks provides a Parent Handbook that addresses their legal rights and how to advocate for their own children.|JCS-Mountain Oaks utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal setting conferences, conferences throughout the year, and end of the year Scholarly Presentations of learning. The way in which we tried to engage underrepresented families was through personal phone calls and personal emails.|5|4|5|5|5|5|5|5|5|5|5|5|2021-06-10||2021 37681630138628|JCS - Cedar Cove|3|JCS-Cedar Cove has regularly scheduled School Site Council meetings composed of parents, classified staff, certificated staff, and students. During these meetings stakeholders provide input into the development of policies and programs. JCS-Cedar Cove actively engages the whole community by surveying all stakeholders. Our school actively recruits participation in our School Site Council and promotes meetings for the public to attend.|"JCS-Cedar Cove provided professional learning opportunities to teachers and principals, such as ""How Children Learn"" with literacy coach/consultant Debra Crouch. In terms of resources for parents, teachers provided curriculum, activities, and lessons to be worked on in the home during home study days. JCS-Cedar Cove staff regularly met with families & students to discuss progress during student-led goal setting conferences, regular parent teacher meetings, and project Presentations. JCS-Cedar Cove provides a Parent Handbook that addresses their legal rights and how to advocate for their own children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families up to four days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in the home."|JCS-Cedar Cove utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal setting conferences, conferences throughout the year, and project week presentations of learning. The way in which we tried to engage underrepresented families was through in-person conversions as pick-up/drop-off, personal phone calls and personal emails. Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education. We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and providing supports to those teachers in identifying strategies to engage those families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-11||2021 37681630139402|Brookfield Engineering Science Technology Academy|3|Parents, families, and the entire school community are routinely engaged in advising school staff on decision making and implementation of school programs. Plans and status updates are shared regularly at public meetings, advisory committee meetings, and on the public BEST Academy website to provide opportunities for input into school decision making. Parents, families, and community members are given the opportunity to address school leaders directly at public meetings or provide written feedback in a Google Form or in an alternate format. Information is always presented and feedback is collected in both English and Spanish.|BEST Academy implements a Multi-Tiered System of Support to monitor and support student progress, communicate progress with families, and support student reengagement when necessary. Information is provided to parents in both English and Spanish as needed for each family. BEST Academy uses progress in core curriculum as the primary measure of student success in achieving relevant content standard proficiency. To further support student success the school implements multiple supplemental programs that provide customized instruction to address content knowledge gaps based on diagnostic exam information.|BEST Academy has active family participation in the school community. Orientation Meetings, Parent Committee Meetings, and Parent Workshops are well attended by parents and family members. Information at all family events is presented in both English and Spanish. BEST Academy provides staff members dedicated to family outreach who are able to communicate with parents and families in their primary language. BEST Academy also provides many workshops and other resources to support parent and family education. An area of focus is to continue to develop and support parent leaders through the various parent committees and other school groups.|4|4|4|4|4|4|4|4|4|4|4|4|2021-11-03||2021 37681633731239|Julian Charter|3|JCS-LIVE maintains a School Site Council, which meets three times per year. During these meetings we review, discuss, and vote on policies and procedures that impact the school. All parents and students are invited to the SSC via ParentSquare and Google Calendar. In addition, parents and students are invited to the JCS-Family Board Meeting, which occur each month. Parents and students are also encouraged to participate in the JCS-LIVE PTO.|All JCS-LIVE teachers participated in leading edge certification relating to teaching online and supporting all students and families. In addition, JCS-LIVE teachers continue to develop strategies for working with all parents in a virtual environment. Creating these relationships is paramount to our success as a thriving school. We maintain an updated parent and student handbook to help all parents understand and their role and how to advocate for their student or themself (student).|We use ParentSquare as our primary communication with parents. ParentSquare can also be viewed in Spanish for our Spanish-speaking population. In addition, we have bi-weekly meetings with parents/guardians, as well as dates with the director each month to review growth mindset and build a community. We also have a PTO that supports all families. Parents are an integral part of our community and we work together as a team to support each student.|5|5|5|4|4|4|5|4|4|4|4|4|2021-06-11||2021 37681710000000|Julian Union High|3|JUHSD increased opportunities for the parents to be included in conversations and decision- making meetings involving their child’s education in order to increase student achievement for students whose parents participate in programs. The JUHSD LCAP is a plan that is strengthened by the input of all stakeholders, most importantly, students. The LCAP helps concentrate everyone's attention to the achievement and well-being of all students. It also helps provide a target for improvement. The parents attending the meeting suggested that more parents need to get involved in the LCAP process. In Parent Surveys, 84% indicated that “the school encourages parental involvement and participation.” Parents report that their opinions and input are valued. A clear indicator of parent connectedness to the school is the number of generations of families who have graduated or currently send their children to JUHS. These invested parents see a positive change in the new superintendent/principal, and have expressed that they now will keep their children in Julian for high school rather than send to Ramona High School, a larger comprehensive high school. Parents and community members report many ways to be involved at JUHS, including cheer, fundraising, booster clubs, scholarships, and supporting class field trips. However, parents and teachers report that the relationship with the feeder school is improving and that, along with the Cedar Fire of 2003, has affected the school’s enrollment, which has remained small and is expected to drop for 2021-22. The School Site Council is vital and necessary in the development and approval of the Local Control Accountability Plan and Annual Update. The administration and counselor meet regularly with parents, to review college and career information and answer any questions about below “C” notices or Drug Education, attends 504’s and IEP meetings, and they have a drop-in open-door policy. Parents are also provided a FAFSA Parent Information and Assistance Night. In addition, teachers encourage parents to contact them with questions and concerns about their student(s).|JUHSD continue to struggle with Parental participation, especially the parents our underrepresented students, especially our students with exceptional needs. However, we continue to offer Parental Outreach activities and communication through digital forums.|JUHSD continue to struggle with Parental participation, especially the parents our underrepresented students and our students with exceptional needs. During 2020-2021 SY, we continued offering small group parental meetings, which are more successfully attended by our families.|5|5|5|5|5|4|4|4|4|5|4|4|2021-10-07||2021 37681890000000|Lakeside Union Elementary|3|STRENGTHS: We actively solicit participation at the district level in our District Advisory and District English Advisory Committees and sites, in their School Site Councils and English Advisory Committees. We meet with parent groups for input regarding the use of Title funds and planning our Local Control Accountability Plan. LUSD had adopted a tool that mirrors social network platforms to encourage frequent and open dialogue and we use that discourse as a source of data for our planning. Our Community Liaisons work traditionally under-represented families to ensure that all voices are heard. AREAS OF IMPROVEMENT: While we have made efforts to engage all of our stakeholders in the decision making process, we find that we still do not hear from families from all of our representative student groups.|STRENGTHS: LUSD understands the importance of parents as partners and have built systems to allow us to work alongside each other. Teachers meet with families during formal parent conferences and informal parent meetings to ensure that all students' needs are being met. AREAS OF IMPROVEMENT: During Covid, our capacity to offer parent academic nights was diminished significantly. Our 2021-2022 LCAP actions include parent nights at both the sites and the district to provide information and assistant families with learning strategies for home.|STRENGTHS: LUSD is a small, close community. Principals provide unparalleled access and levels of communication to their families with social media tools and open door policies. We have active participation from our families at our school sites even while our campuses are closed to parent volunteers due to Covid restrictions. AREAS OF IMPROVEMENT: LUSD has set goals for increased relationship building with our families. We have hired two bilingual community liaisons to work with families from our schools who serve higher numbers of unduplicated students. We have also significantly expanded lines of communication between home and school with the implementation of Thought Exchange, a tool that allows families to easily communicate with the district regarding their hopes for their children’s academic and socio-emotional well-being. Our district facilitated an equity committee last year and, as a result, we are working with our county office of education to build our internal capacity to welcome and support students' cultures, languages and ability levels. We assess our progress using the California Healthy Kids Survey.|4|4|3|4|3|2|4|4|3|3|3|3|2021-10-14||2021 37681893731072|River Valley Charter|3|At various times throughout the year, the school solicits input from stakeholders. Whether it is relating to our WASC accreditation, the LCAP, the various expenditure plans the school writes, or just soliciting feedback regarding whether or not to hold our Curriculum Night, the RVCS version of Back to School Night, on campus or via Zoom, RVCS listens to its stakeholders. Our hope is to begin utilizing ParentSquare as a more efficient means of gathering input, but as of now, the school uses Google Forms to obtain input. The school also holds Zoom meetings to provide stakeholders a forum to express their input. During the 2020-2021 school year, RVCS parents formed the RVCS Parent Teacher Organization. This organization started because parents wanted to see more done to build a sense of school community and family engagement. Since the onset of pandemic in March 2020, many of our parents felt a need to bolster a connection between the school and home. The school welcomed this as it recognized that this connection was missing for some of our families. Prior to the establishment of the RVCS PTO, RVCS parents formed an informal organization called the Family Association. This organization lacked a formalized structure, so a handful of active parents interested in providing a connection between the school and families started the RVCS PTO in the hopes of establishing a formal entity that will motivate families in helping to strengthen the school-home connection. The RVCS PTO has actively solicited families to attend meetings and communicate needs through the PTO. Working in conjunction with school personnel, the PTO has been instrumental in assisting the school in building positive relationships with families.|Due to the pandemic and the seismic shift in educating students, RVCS staff spent a lot of time determining how best to reach our students during distance learning. We recognized that students would quickly fall through the cracks if staff did not ensure connectedness. When RVCS went into lockdown in March 2020, the school determined the best approach to this lockdown was to have the teachers continue providing direct instruction to students during their scheduled two days per week. Rather than students attend campus for their two scheduled days each week, students now attended Zoom classes. Teachers also continued to hold tutoring sessions for students four days each week, and many teachers scheduled tutoring sessions into the evening hours because Internet connectivity was an issue for some families. The school provided math tutoring via Zoom to students four days each week, and students also had access to the school's online tutoring vendor that provides 24/7 tutoring service to students. Additionally, teachers sent home information to parents to help assist students in their learning, and teachers met with parents to discuss struggles students experienced due to the pandemic. The school was very conscious of the students' fear surrounding the uncertainty of the coronavirus, and many staff members worked with students and families, including underrepresented families, to assist, mentor, and guide students and families in fulfilling students' academic potential. Staff has stated that the ability to connect with families via Zoom has created more opportunities to engage in meaningful conversations about student progress than previously existed. Even though our campus is now open and we've returned to normal operations, RVCS staff still provides web conferencing opportunities to meet with families because it is convenient for families as a means of discussing student progress and outcomes. With the start of a new school year, the school has continued to use many of the practices implemented during the initial closure in March 2020 because we recognize that it has aided student academic growth and development.|RVCS uses a learning management system to communicate with families. As an independent study school, this is our primary means of communication. However, we recognized that we could do more to increase engagement. In the spring of 2021, RVCS purchased ParentSquare as a tool to send communication to parents. This tool provides critical information relating to the percentage of parents and students who are seeing posts and messages sent by the school as well as the method by which stakeholders are viewing each post and message (via email, text, or the ParentSquare app). It also provides information detailing how many people within the school community are contactable and non-contactable. The data will assist the school in targeting the non-contactable people to ensure we obtain contact information for all students and families.|5|5|4|5|5|5|5|4|4|4|4|4|2021-10-21||2021 37681970000000|La Mesa-Spring Valley|3|The La Mesa-Spring Valley School District seeks parent and guardian input into school and district decision-making throughout the year. Our parents are surveyed and brought together regularly for input on community priorities and decision-making in the school district, including the development of the LCAP, in the following ways through the following groups: • Superintendent’s District Parent Advisory Group (DAC) meets seven times per year to advise the Superintendent • District English Learner Advisory Committee (DELAC) meets seven times per year • English Learner Advisory Committees meet four times per year at schools • SELPA Community Advisory Committee meets five times per year to advise the East County SELPA • School Site Councils (SSC) meet five times per year at each school • School Safety Committees meet two to four times per year at each school to revise their safety plans • PTA Boards meet monthly and provide principals with input • PTA Presidents meet monthly with the Superintendent and School Board Parent members of advisory committees (ie: ELAC, SSC) annually receive training on their roles and responsibilities as members, and their suggestions are always meaningfully considered and incorporated into our plans whenever possible. We also gain valuable input from our District Parent Advisory Committee (DAC), which is comprised of parent representatives from every school site. Amongst the different parent surveys we conduct throughout the year, there is one that is specifically aimed at soliciting feedback to help direct the district and schools sites related to the goals outlined in the LCAP. This survey is offered annually to all parents and guardians. The survey is translated into Spanish and was designed to include a range of questions that provides insights outside our traditional parent meetings including SSC, ELAC, DELAC, parent-teacher conferences and various action committees. In the 2020-21 school year, we partnered with Qualtrics - an industry-standard platform that specializes in creating and distributing surveys that make it easy to analyze results and increase responsiveness. Through this partnership, we expect to increase the number of responses we receive each year. Although the district continues to prioritize increasing parents’ capacity to participate in decision making pertaining to their child’s education, we know that we must continually work on effectively engaging the families of our Foster Youth and Homeless students. Our Social Workers at each school site will be leading this work in the coming year.|Employees of La Mesa-Spring Valley are dedicated to building positive relationships with our students and families. As we have worked to build the capacity of our staff, we conducted numerous professional learning for both our classified and certificated staff to help them work more effectively with students and their families and to build trusting and respectful relationships with them. Such opportunities include both district-led and web-based (Insights to Behavior) instruction/information on trauma-informed care, restorative practices, and mental health. COVID-19 restricted our ability to provide face-to-face professional learning opportunities this year; however, we were able to offer a robust selection of online professional learning opportunities for all employees. In the coming year we intend to offer even more opportunities to help develop our staff as they learn about each family’s strengths, cultures, and languages. As our educators work to ensure each and every student reaches high levels of achievement, they will engage in courageous conversations regarding race and social justice for historically marginalized groups. We are eager to continue our professional learning focused on equity. We firmly believe that strong two-way communication between families and schools is necessary for students' success. The more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student thrive. The consistent use of Learning Management Systems (LMS) such as Google Classroom, See Saw, and Class Dojo has afforded us great opportunities for ongoing, 2-way communication. Other avenues for two-way communication include: • Parent conferences (in-person or virtually via Zoom) • Parent Communication Portals • Teacher communication systems • Parent-teacher organizations and school community committees The district recently implemented the Parent Portal of our Student Information System (AERIES). The implementation of this program maximized engagement and provided parents critical access to timely information and data pertinent to their child. In the 2021-22 school year, the district will continue to utilize and expand the Parent Portal. Although the district translates district-wide notices for events into Spanish, as required, notices are also translated into other languages when needed. We have partnered with LinguaLinx, a company which completes translations for families in real-time into any language. This has helped with communication to all parent groups who speak another language. When other barriers to informed participation exist, the district provides childcare, transportation, sign language, and other support services, as needed.|The teaching, classified, and administrative staff in La Mesa-Spring Valley, along with parents, provide a vital support system to help students flourish. When parents and school staff communicate and work together effectively, building long-lasting partnerships, it can significantly impact each student’s long-term success. On the district level, we offer many resources to families to support student learning and development in the home. We have increased our work on an addressing chronic absenteeism to help parents understand the importance of daily attendance. We also continue to offer support and education to parents through our district-led “coffee talks”, workshops and meetings on special education issues and English learner trends, and though our annually distributed Parent Handbook. Our district website has additional resources and updated information for parents. As does our parent portal, available through the student information system. Translated flyers, available in Spanish, and a translation function on the district website provide assistance for parents who speak languages other than English. Social workers at each school site do outreach to all parents, but focus on the needs of unduplicated pupils (English learners, Foster Youth, and low-income students). The social workers assist parents in navigating the school system. These employees also support parents to find community resources, hold parent workshops, and gather information about community needs. Each of our 22 schools offer parent education workshops, specifically requested by the parents in the community. Topics include social and emotional needs of children, bullying prevention, and math and reading development strategies. Teachers and staff often attend parent meetings and district-sponsored parent trainings as partners, learning alongside one another. La Mesa-Spring Valley has implemented policies and programs for teachers and school staff to meet with families to discuss student progress and ways to work together to support improved student outcomes. Examples include our yearly parent-teacher conferences (done virtually this year), home visit protocols, and the student study team process. While district teachers and administrators regularly attend staff development which often focuses on best practices for working as partners with parents, we want to scale up and strengthen this work to enhance our educators’ knowledge and skills. In addition, the district will continue to develop resources and to build the capacity of teachers and staff in strengthening trusting and respectful relationships with families.|4|5|3|4|4|5|4|5|5|5|3|3|2021-06-15||2021 37682050000000|Lemon Grove|3|There are various parent advisory groups that the district and school sites offer for parent engagement. These groups and committees provide an opportunity for schools to share information with families and for parents/guardians to engage in leadership opportunities and include them in the decision making process. Some of the groups and committees include, (District) English Language Advisory Councils, Parent-Teacher Associations, School Site Councils, and the Black and Pan-African Student Excellence. In addition, Town Halls or other District level meetings are scheduled quarterly for dissemination of information and gathering of stakeholder input. This year, parent input was also sought out through school site Community Circles and the district Black and Pan-African Student Excellence. Community Circles are space for parents to come together in community to speak, be heard, and listen. In these events, the majority of the dialogue comes from the parents and gives schools insight into what is going well for parents and their families and resources or changes that could be implemented to better serve students and families. The Black and Pan-African Student Excellence is a group for parents of Black and Pan-African students. Through these meetings, the district seeks parent insight into their students’ experience in order to make the necessary changes to ensure students and their families feel represented, seen, heard, and supported by the district and their school. The District has also provided numerous surveys to parents and students to gather input from our most important stakeholders. Some of these include the California Healthy Kids Survey. Also, students completed a social-emotional survey through Panorama to give feedback about their social-emotional well-being. Results from this survey guide teachers in creating Social-Emotional Learning lessons in class. Families also received the Family Support Questionnaire which served to identify new families who may qualify for McKinney-Vento services. Communication regarding meetings and surveys is sent through newsletters, phone calls, social media, websites, and other forms of communication described in Section 1. Stakeholders also suggested that the District continue to ask for input from parents and families and to inform families on how suggestions are being implemented in the district.|The Lemon Grove School District provides continuous opportunities for professional development inside and outside of the district for administrators, teachers, instructional coaches, and staff that allow them to grow, better support students and families, and to continue to foster and build partnerships with families. In addition to parent conferences, principals and staff also build partnerships with families via events such as Coffee with the Principal, Learning Circles (parents learn about different strategies such as creating effective learning environments at home), Community Circles (where parents can connect with each other and their school’s principal to do a general check-in or provide feedback to the principal to implement changes to better serve students and families), trainings provided by social workers, teacher office hours, among others. This year, the District established the Committee on African American Student Achievement & Success (CAASAS) and the parent group Black and Pan-African Student Excellence (B&PSE). In CAASAS, the superintendent, board members, administrators, parents and teachers discuss practices that the district can adopt/change in order to better serve African American students and families. The Committee is in the process of recruiting one or two additional parents. The Black and Pan-African Student Excellence has the same goal as CAASAS but is only composed of parents of Black and Pan-African students. This year B&PSE ran five focus groups to get input from parents on how to better serve Black and Pan-African students. Another group created to build partnership was Father-sations in Education, a six part conversation with Fathers, Father Figures, and Allies geared towards fathers, Stepped-up fathers, grandfathers, and father figures to build, bond, and develop brotherhood. This is the District’s effort to get more fathers involved and to have conversations with them about the important role they play in their children’s education. This year, each school site hosted a Hybrid Model Parent Town Hall to inform parents on what returning to school would look like. Time was allotted for parents to ask questions and give input regarding the plans implemented by each school. Additionally, principals can meet with the Parent and Family Engagement TOSA to consult on different ideas and strategies to get parents more involved. Moreover, the TOSA collaborates with outside organizations to bring in parent workshops and other opportunities to students and families in the district. This year the District contracted the PAPER tutoring program which provides 24/7 online tutoring for students and families at home. Tutoring can be accessed via chat in English, French, Mandarin, and Spanish. There are also other online programs and curriculum that students can access at home for academic support such as BrainPOP, Code.org, Discovery Education, i-Ready, Imagine Espanol, ST Math, among others.|The Lemon Grove School District has multiple avenues to communicate with families in all schools. Families receive written communication through letters and flyers that are sent home; families also receive information electronically through various modes of communication such as Infinite Campus (e-mail, phone, text), Class Dojo, the LGSD Website and the LGSD Parent and Family Engagement website. The LGSD Website also has the Google Event calendar posted for families to easily access to view events, links, times, etc. When e-mails are sent through Infinite Campus, these messages are two-way, so families can easily respond to the sender with questions or comments. Information is shared in English and Spanish as much as possible. In addition, families receive the Parent Annual Notifications Handbook every year which contains not only general information but also sections on student and parent rights. Every year, teachers are given time to communicate with families and give them updates about student behavior, performance in class, and report cards. Teachers also take the time to schedule parent conferences throughout the year and parents are encouraged to request a conference with their child’s teacher when needed. The Parent and Family Engagement Specialist TOSA manages the Parent and Family Engagement website. This site contains important information such as COVID-19 updates, information about food and housing, family activities, mental health and mindfulness, health and fitness, district and non-profit organization events, parenting resources, academic resources, among others. It also links families with the TOSA’s and Parent Volunteer Coordinators’ contact information. In order to build trust and relationships with families, the Parent and Family Engagement Specialist TOSA coordinates parent and family events like community circles. In these circles, parents can connect with each other and their school’s principal to do a general check-in or provide feedback to the principal to implement changes to better serve students and families. At each site, a social worker is available to support families and students as needed. Furthermore, each school also has a school nurse, school psychologists, speech and language specialists, and special education staff who maintain two-way communication with students and their families. This communication ranges from updates in academic progress and behavior, to providing services and resources to students and their families. Furthermore, a district translator is available to translate documents, letters, slides, and other written materials for students and families.There is also live interpretation available during meetings in order to make information accessible to Spanish-speaking students and families. Stakeholder input suggests that they would like to see more cultures represented in curriculum and reading materials in the classroom. They also expressed wanting more opportunities to celebrate diversity .|5|5|5|5|5|5|5|5|5|3|3|3|2021-06-15||2021 37682130000000|Mountain Empire Unified|3|MEUSD seeks opportunities for parents to provide input on policies and programs, and implements strategies to reach and seek input from underrepresented groups in the school.|MEUSD provides opportunities for parent/guardians to engage in trainings, workshops and activities related to student learning and social-emotional development and growth and continues to seek ways to involve families of underrepresented students.|MEUSD seeks to provide families with information and resources to support student learning and development in the home and work with families and students to discuss student progress and ways to work together to support improved student outcomes.|4|3|4|4|4|3|4|3|3|3|3|3|2021-10-12||2021 37682130123224|San Diego Virtual|3|At the beginning of the school year, a meeting was held with the stakeholders to discuss the Local Continuity and Accountability Plan, which encompassed how San Diego Virtual School was focused on academic achievement and success with our special populations and beyond, during the Covid-19 pandemic. This plan included actions to ensure that learning loss didn’t occur during this time. Throughout the school year, surveys and feedback from the stakeholders were accounted for. These surveys included the overall services San Diego Virtual was providing its students, and how effective they were in assisting and helping students achieve their goals. LCAP Stakeholder meetings were held throughout the year with staff and families, to discuss data and learning gaps if any. Accessibility was discussed as an area of concern, and actions were taken immediately to ensure that all students had access to the curriculum and their learning, followed by purchasing laptops and Wifi hotspots to students without access to the Internet. Monthly Stakeholder virtual meetings were held to address the highlights of the month, areas San Diego Virtual School was working on, as well as comments and questions regarding the LCAP, were answered. All meetings were recorded and sent to all stakeholders of San Diego Virtual for future viewing as well. SDVS would like to see more participation from SDVS Stakeholders. WIth this in mind, we have been recording the sessions and then sending out to parents to view at their own time. However, a live event will bring the most value to our Stakeholder meetings, and we hope to improve this in the 2021-2022 school year.|SDVS takes pride in offering families resources, workshops, and content to guide decisions for their child's educational journey. With the several forms of communication our teachers, staff, and counselors implement throughout the day, every effort is made to ensure equity and representation of all SDVS families. An area SDVS would like to improve in, and assisting our families who are not English Fluent, more effectively. Providing our newsletters in another language, offering translators at events, and offering translators at all SDVS meetings is a priority.|San Diego Virtual School works extensively with stakeholder engagement and communication. With virtual meetings, surveys, emails, phone calls, and constant communication with all stakeholders within the school, SDVS ensures it is the top priority for our families.|5|4|4|5|5|5|5|5|4|4|4|4|2021-05-27||2021 37682130127084|Compass Charter Schools of San Diego|3|Compass has a Parent Advisory Council, Scholar Leadership Council, and Staff Advisory Committee to engage families in suggestions and decision-making. We also have a virtual suggestion box located on our website for easy-access. In addition, we have shared our Monday Morning Updates (MMU) to review agenda of items and also recaps of the information shared to ensure that our parents and scholars are engaged. Our Council leaders also have opportunities to attend board meetings and engage in discussions around the reports to the Board, in addition to public comment opportunities for the community at large.|Compass provides robust professional learning opportunities for its staff whether attending conferences and including partnership with Anti-Defamation League, Association for Supervision and Curriculum Development (ACSD) symposium on building trauma-sensitive schools. Scholar learning and development in the home is another strength due to the virtual nature of our program. Compass realizes there is an opportunity in our sharing of legal rights in a practical way for parents to understand their opportunities through refining Learning Coach Academy and parent workshop series.|In general, Compass has a fairly, robust and virtual community within staff and stakeholder. We utilize various platforms in order to engage in communication and build relationships. We use a number of systems to ensure meaningful connections with families. We are exploring our staffing structure to best engage and connect with families. We focused on a global scale on national heritage months in the Spring, and looking to target individualized areas of cultures and languages through virtual scholar workshops.|3|3|3|3|4|5|5|1|5|5|5|5|2021-09-29||2021 37682130129668|Motivated Youth Academy|3|A more formalized schedule of stakeholder input has been implemented in 2021; however, due to the guidelines of the COVID pandemic the impact of this implementation is difficult to analyze. In the coming school year MYA will focus on renewing the implementation of formalized procedures to include surveys, and in person meetings that provide for multiple opportunities for input and collaboration among all stakeholders. MYA has an ELAC in place that provides opportunities for our EL families to provide input in the MYA school program. The Homeless and Foster Youth liaison will continue to reach out to families, individually, to make them aware of policies that affect them and programs that are available to them.|Our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. All applicable notifications have been posted on the school website and in the parent handbook. A part of the role of the guidance counselor includes communicating with stakeholders their legal rights. MYA has an ELAC in place that provides opportunities for our EL families to provide input and for MYA to review the EL program. The Homeless and Foster Youth liaison will continue to reach out to families, individually, to make them aware of their legal rights, policies that affect them and programs that are available to them. The Assistant Director participates in the authorizer's American Indian Advisory Committee meetings to be certain that MYA provides all available supports to Native American students. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|With rapidly emerging awareness of cultural relevancy, MYA continues to provide ongoing professional development to all staff as the needs of individual students and stakeholders emerge. Due to the guidance related to the COVID pandemic, in person meetings were not possible which has allowed the school to develop more robust communication pathways with the use of social media. In the future, as re-openings occur, MYA will create in person opportunities for face-to-face meetings between all stakeholders. To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings.|5|5|4|4|5|5|5|4|5|5|4|4|2021-07-15||2021 37682130136978|Elite Academic Academy - Mountain Empire|3|A Student/Parent Advisory Committee (PAC) was established to address and make recommendations for the improvement of school operations and resources such as curriculum, instruction, assessment, extracurricular programs and activities, and school program development. This committee meets at least twice a year. Also, students and parents are surveyed at least once a year to determine their satisfaction with the school. Likewise, we offer parents the ability to voice concerns which need to be addressed by the school administration. Faculty also have the opportunity to speak with administrators or Human Resources in the event concerns arise which need to be resolved. Elite Academic Academy has implemented a uniform complaint policy to be used for any serious problems that may lead to administrative or board action. Elite Academic Academy welcomes parent/school interactions. We encourage parents to keep in constant communications with Elite through social media, Parent Square, emails, and phone calls. All students and parents are provided with our Student/Parent Handbook which provides information on how to get in contact with all school personnel. At every Elite Academic Academy event, workshop, and webinar contact information of all of our directors and our school counselor is made available to ensure that information is easily available to our families. To enhance the pathway of communication between parents and teachers, parents are connected as observers in our virtual classrooms. As observers, parents are able to not only view students grade and academic progress throughout their courses, they are also able to send messages to content teachers with any questions or concerns they might have. Elite Academic Academy believes that effective communication with our parents and other stakeholders is incredibly important. With weekly team meetings, our administration, staff, and teachers are able to discuss how to hold communication in an effective way. Each program director is in regular communication with their teachers receiving updates on student growth and development. Directors will advise their teachers to communicate with parents and students based upon their expert experience. If a director feels that they need to reach out to a parent or student, they will. The Athletics Lead and Visual and Performing Arts Lead are also in communication with parents and students on a regular basis. Elite Academic Academy prides itself on being available to its students, parents and stakeholders. Program directors and Leads send out monthly newsletters to the student body, keeping them informed of regular events, activities, and opportunities with Elite.|As in independent study school, building relationships must be a priority due to the fact our students learn primarily from home. In order to strengthen communication with our students and their families, we have created a top-of-the line website and social media presence. We also utilize the Parent Square communication platform to continuously update our students and their families on student and parent events, webinars, surveys, public board meetings, and more. As we continue to build larger stakeholder groups across Southern California we will work to partner with local city councils and community colleges to ensure our students and their families learn the value of their local community. We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families.|Due to the nature of an independent study program, Elite Academic Academy has developed a strong structure of communication between our students, families, and staff. Our administrators and teachers work to connect and communicate with all stakeholders through varies communication methods, including phone, text message, Parent Square, online classroom, email, and webinars. Additionally, in-person meetings and events are held on a regular basis. Weekly and bi-weekly staff meetings give faculty an opportunity to collaborate. Our Directors develop relationships with their teams ensuring each individual teacher has the necessary support to be able to problem-solve. Also, Google’s G-Suite for Education has proven to be an essential tool in all aspects of faculty collaboration. This year, our professional development opportunities are focused on student work and data. Our teachers will assess their students, review progress, and analyze CAASPP scores, bringing this data together to create an individualized learning plans with the goal of increased student proficiency. In order to increase engagement and close the literacy gap for our EL and At-risk students, the Fast Forward Intervention program was piloted last year and I-Ready diagnostic and personalized instruction tools were added this year. Our directors will work on parent workshops in the area of Writing, Mathematics and ELA to help parents support their students at home. Each academy has monthly newsletters that give parents tips on how to best support their child in the independent study environment. All students meet with their teachers on a weekly basis to ensure progress in their academic courses. Formal learning period meetings happen at least every 30 school days, where the parents, student and teacher work to collaborate on student progress and create or modify the student’s individual learning plan to ensure it consistently meets the student’s needs. We ensure a variety of avenues for communication to allow for all stakeholders to be actively involved and will continue to find creative method, including technology, to ensure involvement of underrepresented students and their families.|4|3|3|3|4|3|4|3|3|3|4|3|2021-06-03||2021 37682130138636|JCS - Pine Valley|3|Although we have developed routines and opportunities for staff and families to engage in decision making, numbers of participants are low. We struggle to have multiple parents on our School Site Council. This year is a WASC self study, and engaging stakeholders is a high priority. We will offer meetings at multiple times with both in-person and virtual options. Information sent out will be family friendly. Meetings will be kept to shorter times with clear goals and targets.|JCS-Pine Valley has varied curriculum and support resources to support student learning. Assessments are in place to inform decision making strategies when meeting with families and students in order to support improved student outcomes. Families are integral to student learning and partners in education. Families are aware of their rights and advocates for students. Our focus area will be on providing professional development to better use the MTSS supports available. This will include training for staff and parents. New staff will need training and current staff will be able to dig deeper into support strategies to improve student outcomes.|Building relationships is a strength for JCS-Pine Valley. With small classes and student teacher ratios, our teachers get to know students and families well and build trusting and respectful relationships. Communication with families happens daily either in-person, over the phone, or via email. Parent surveys are sent out via Google Forms. We utilize Parent Square to push out information to families. Our focus area will be in developing multiple opportunities to engage in meaningful communication with our families especially our Spanish speaking families. We would like to see even more participation in our School site Council and family surveys.|5|5|5|3|3|5|4|5|3|3|3|4|2021-06-11||2021 37682210000000|National Elementary|3|In the National School District, we utilize an Annual Parent Engagement Survey as well as our district DPAC and DELAC committees, our site SSC and ELAC committees, and our PTAs on an ongoing basis to seek collaborative input in the decisions we are making in regards to our Local Control Accountability Plan’s (LCAP) goals and our district goals and focus. The input of our parent community is valued and used to make district and school decisions. The DRT for Parent Engagement meets with school staff and the parent community at each school to determine parent classes, workshops, and training on different topics, academically and non-academically in the effort to fit the needs of each school. This school year, our Parent Engagement DRT has started offering a virtual Family Leadership Institute Parent Program (FLI) across the district. Sessions are held in the morning and the evening. This program focuses on the social/emotional and well-being of parents, as well as strategizing and envisioning a successful future for their children. The FLI consist of activities building a positive family dynamic, familiarizing parents with college requirements as well as developing goals for their family. In addition, schools hold parent meetings regularly to discuss a variety of site, parent, and community matters to build the capacity of their parent community in concerted efforts to effectively engage parents in school and district advisory groups (such as, School Site Council and English Learner Advisory Committee at the school level and District Parent Advisory Council and District English Learner Advisory Committee at the district level) that assist the school site and district in decision-making efforts. Schools seek to offer parent opportunities virtually and in person at flexible times (morning and/or evening). Parents and guardians also have the opportunity to participate in the Title 1 parent meeting, virtual back-to-school nights, curriculum nights, and other various activities and events virtually (fall festivals, book fairs, Read Across America, movie nights, etc.). School site and district meetings are regularly scheduled and publicized through a variety of communication forums. We measure participation through attendance, counting numbers of participants at events, evaluations/feedback from presentations, numbers of packets of materials shared, etc. Parents and community members are welcome at all governing board meetings (held virtually) and may attend in person when student presentations from the school sites highlight various programs occurring at the schools. Due to parent and teacher feedback, for the past several years, parent engagement, education, and training continue to be at the forefront of identified needs. We continue to reach out to all parents of all of our students to fully engage them in activities that will ultimately support their children academically as well as socially and emotionally.|Knowing that meaningful parent and family engagement contribute to improved student outcomes and is an essential component of a systems approach to continuous improvement, a variety of opportunities and forums are provided for parents/guardians to engage them in a multitude of options for parent participation. Parent engagement opportunities in a welcoming environment are included at both the LEA and site levels. Parents/guardians are invited to participate in various district and school presentations on such topics as the Common Core (ELA and mathematics), NGSS, technology, and social-emotional well-being. A District Resource Teacher (DRT) for Parent Engagement funded through LCAP is a key component for supporting parents, staff, and the community. The primary focus of the DRT for Parent Engagement is to create opportunities for parent participation, empower parents and families for their child’s success, and create a positive avenue of support and communication between school and home. Many opportunities for the LEA and school sites to engage in 2-way communication between families and educators are provided using language that is understandable and accessible to families. Communication forums include PeachJar for flyers and written notices, School Messenger (voicemail, email, and text messages), Class DOJO, Twitter, and other social media communication avenues. A monthly Parent Empowerment Newsletter also communicates district events, parent empowerment tips, social/emotional tips, a wellness corner, and other special school events. Since the pandemic, the DRT has created a Family Empowerment website in English and Spanish for parents to access all pertinent information from NSD and community partners on the NSD website. Through these websites, parents have access to a YouTube channel with different academic and non-academic videos. All forms of communication with parents and community are presented in English and Spanish. A district translator supports parents and community at the LEA level as well as at school sites and individually at other meetings (IEPs, RtI, etc.). Our Parent Engagement DRT works collaboratively with our Family Resource Center staff. Together, they have provided parenting training, family dynamics workshops, district resource fairs, and other variety of services as requested by our parent community to support our National School District (NSD) families. The DRT coordinates all schools to offer parent classes, workshops, and training on different topics, academically and non-academically and has invited community partners to deliver parenting classes at school sites. The DRT has coordinated community events such as NSD Parent Summit, NSD Virtual Parent Summit, Health Fairs, and Resource Fairs. Communication with our parent community continues to be a high priority. The LEA will continue to seek improvement on universal communication with our families by identifying media platforms that increase our communication avenues.|As a Schoolwide Title 1 District, each school has a written parent and family engagement policy. Each school develops with parents and students a school-parent compact outlining how parents, school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to assist students to achieve the state’s high standards. The parent and family engagement policy describes the school’s responsibility to provide a high-quality curriculum and instruction in a supportive and effective learning environment that enables students to meet the state academic standards and the ways in which each parent will be responsible to support their child’s learning. Our District Resource Teacher for Parent Engagement provides coordination of consistent training across all ten school sites and works collaboratively with district curriculum experts to provide educational training to parents and community members. Other District Resource Teachers along with our Parent Engagement DRT present workshops for parents linked to student learning. School sites also offer their own classes for parents. Teachers meet with families and students to discuss student progress and determine the next steps for the students during parent conferences as well as through ClassDOJO and frequent progress reports to parents. School Site Councils and English Learner Advisory Committees at each school site as well as the District Parent Advisory Council and District English Learner Advisory Committee provide avenues to families to understand and exercise their legal rights and advocate for their child and all children. School sites have access to translation services for print materials (newsletters, flyers, etc.). Translation services are provided at district and school presentations and meetings to allow all parents/guardians to participate fully in programs with staff related to their child’s education. Translation is provided for parents for parent conferences as well as IEP meetings, RtI meetings, etc. We work diligently to ensure that school staff is able to communicate with parents in a language they understand. The DRT for Parent Engagement coordinates with every school to offer parent classes, workshops, and training on different topics, academically and non-academically and coordinates community events, such as the NSD Parent Summit, Health and Resource Fairs. Community partners have provided parenting classes at schools. All students have 1:1 devices and families are provided access to the internet which allows all students to have access to the core content areas 24 hours a day/7 days a week. An area for improvement is to continue assessing the needs of families at all school sites regularly. It is a challenge to identify all families who need additional support in every school especially during the pandemic; however, NSD has committed to enhancing communication avenues for all.|5|5|4|5|4|5|4|4|5|5|4|4|2021-06-23||2021 37682960000000|Poway Unified|3|Seeking parent input from families is highly valued and supported in our district and at our sites, and is an important area we continue to refine. Parents have opportunities to serve on site-level advisory committees such as the School Site Council, Safety Committee, and the English Learner Advisory. At the district level, you will find our parents involved in the Community Advisory Committee, District Advisory Committee, and Inclusive Practices Advisory. Based on input from parents, a new program for the 2021-22 school year is the Special Education Parent Ambassador program.|The Poway Unified School District actively employs strategies and programs to build partnerships with our students' families. We pride ourselves in establishing welcoming school environments and positive school climates. Each of our sites encourage parents to be active partners in their child's education. Parent volunteers can be seen on a regular basis at our sites supporting the school in a variety of ways. Our district and individual school sites share specific school-related information via a variety of sources including websites, call outs, parent emails, parent teacher conferences, and parent and principal chats. Our district also prides itself in partnering with our parents to yield positive outcomes for our students. In our professional development work with our staff, we will continue to create strategies that staff can utilize to enhance their interactions with families. We have a robust Response to Intervention program, including Student Success Strategies teams that involve the parents in the process of identifying needs and action plans for individual students . The Caring Connections Center offers a large variety of parent workshops to provide information and resources. Our District continues to engage our staff in ways to support each of our families in terms of their strengths, cultures, and languages. Every secondary site created an equity team in 2020-21 who participated in professional learning to build awareness of barriers to that our students and families may experience and to focus attention on removing those barriers. All elementary schools will continue this equity work for the 2021-22 school year as the secondary schools move on to year two.|Our district prides itself in partnering with families to yield positive outcomes for our students. To improve engagement of underrepresented families, during the 2020-21 school year, to foster trust and build relationships focused on improving racial equity and inclusion in Poway Unified Schools, a series of three virtual Racial Equity Community Conversations were held for school feeder patterns to engage with parents and students. Teachers make themselves available to meet with individual parents to offer support for students both in the academic and the social emotional arenas. As an area of focus, we as a district and at our school sites, continually reflect upon and seek efficacious strategies to enhance our family partnerships. This ongoing reflection has led to the creation of a new position in the District - Director of Equity - to lead professional development, stakeholder engagement, and build capacity of our site staff in engaging underrepresented families. The Poway Unified School District values and encourages parent input and participation. In order to garner parent viewpoints concerning our schools and district, we utilize the results of the WestEd 2021 District Parent Perception Survey that was developed to align with the Student California Healthy Kids Survey to yield comparative analysis of parent and student perspectives. 87% of responding parents agreed that Poway Unified encourages parents to be an active partner in their child’s education. 79% of parent respondents agreed that their school welcomes their participation. In February of 2021, we continued the use of Thoughtexchange - over 8,000 parents shared comments, ideas, and opinions. The results guide the establishment of goals and priorities as reflected in the LCAP reports, which shape the District’s goals and guide our budgeting priorities for the school year.|4|4|3|4|4|4|5|5|4|4|4|3|2021-10-14||2021 37683040000000|Ramona City Unified|3|An area of strength comes from our ability to build strong relationships with families and welcome them to provide feedback on decisions made within our district. Areas of focus include increasing input on decisions being made throughout our district, especially by under-represented groups and seeking parent/family input on decision-making and family engagement activities.|Overall, Building Relationships is an area of strength for Ramona Unified School District, particularly creating a welcoming environment for families and our community. An area needing increased focus is supporting staff to understand families' strengths, cultures, languages and goals. We have started work toward improvement in this area through district and parent trainings to support the School Site Council and English Learner Advisory Committees at school sites. Improvement will also require increasing input and engagement by our under-represented families and building family capacities to engage with schools.|In the past few years, we have added a District Bilingual Parent Liaison to support and facilitate the connection between family needs and school support. Providing parents with meaningful and capacity building learning opportunities in regards to Social-Emotional Well Being, Digital Literacy, Finance Literacy, and Growth Mindset has also been a celebration within our district. RUSD will focus improvment toward recruiting and attaining underrepresented families in our district and school site parent advisory committees.|4|4|4|5|3|3|3|3|3|3|3|3|2021-06-10||2021 37683380000000|San Diego Unified|3|Current Strengths: The Family Engagement Team effectively supports participation and capacity building with families with all district advisory groups. We hold monthly meetings with the Advisory chairs to build capacity, engage in effective decision-making regarding LCAP, and to seek input. The team ensures that a Family Engagement representative attends each meeting and provides families with updates on academic strategies, workshops for parents, and school/community events. Our improvement plan will include developing an annual program evaluation survey. The survey will allow families, teachers, principals, and district administrators the opportunity to evaluate the activities provided for parents at school and the Neighborhood Centers. The data gathered from the evaluations will guide decisions for adjusting and refining the work of the Family Engagement Team.|San Diego Unified School District (SDUSD) currently has strengths in the areas of creating welcoming environments for all our families in the community. The district has made extensive efforts for all schools and site personnel to create environments that are friendly and welcoming. Schools typically host various events to welcome and involve parents in aspects of the school culture, and these events will continue as pandemic safety concerns allow. Many schools provide regular communication in multiple languages in an effort to provide families with timely information. Another strength is the Family Engagement team members have been invited to schools to provide trainings and interact with school families on a regular basis. We provide translation services at any Family Engagement Team sponsored event. These events were curtailed during the pandemic but will be resumed/expanded as community safety allows. An area for improvement would be to create culturally responsive trainings. Cultural trainings would include collecting data from families about key aspects to highlight their culture, cultural contributions, and identify key figures that are known. Other improvements include meeting with community partners to engage in learning, collaboratively develop and design trainings (establish process, structures), and facilitate training sessions for and seek feedback from parent groups.|Current Strengths: SDUSD is committed to partnering with families through learning opportunities to support student learning development in the home by creating High Impact Home Strategies and continue to nurture parent leadership across our system that is responsive to individual student populations. The Family Engagement Team has been requested by schools to attend and facilitate Family Fridays to provide families with specific supports indicated by parent feedback. These sessions will continue as pandemic safety conditions allow. In addition, family leadership opportunities and ongoing communication/information has been provided to families regarding instructional supports, access to technology, basic needs, community resources, instructional strategies as well as health and safety guidelines. An area of improvement to focus on in this area would be the connection between parent involvement and efficacy to improved student academic outcomes. The plan of implementation is to build opportunities for meaningful engagement, provide clarity and examples of the legal responsibilities of the educational system, and to collaborate with schools to examine student progress. Parent trainings would include school-based programs (e.g., the Integrated Multi-Tiered System of Supports or other options for academic support like tutoring or community academic supports). In addition, the Family Engagement team will continue to update the list of local community resources that can assist students academically for each Neighborhood Center.|3|3|3|3|3|3|3|2|3|3|3|2|2021-10-12||2021 37683380101345|KIPP Adelante Preparatory Academy|3|KIPP SoCal has family advisory groups, such as School Site Council and English Learner Advisory Committee, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public. To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, School Site Council's and English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)|Because KIPP SoCal understands the impact family partnerships have to increase student outcomes, our schools have developed regular communication systems with families through virtual family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students. KIPP SoCal has developed a Family Ambassador program to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership through self-agency, and be ultimately empowered and equipped to advocate for all students. Family Ambassadors will convene annually to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit and relevance. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge. KIPP SoCal educates families on strategies and resources to support students during distance learning in the School Site Council and English Learner Advisory Committee meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency. We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.|KIPP SoCal continues to build relationships between staff and families at each of our schools. We have modified our relationship-building strategies to work in a virtual format during distance learning this school year. To provide the most support to families, our organization offers virtual home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual format throughout the school year. For example, we hosted mental health workshops for families, educating families on managing stress during the pandemic. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive. Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to build relationships in a virtual environment. For example, each team member learned about the importance of and the higher-level understanding of building relationships. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2021-06-16||2021 37683380106799|Learning Choice Academy|3|The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms). A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students. Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers. A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-08||2021 37683380109033|King-Chavez Arts and Athletics Academy|3|KCAA makes efforts to reach and seek input from all parents, and especially underrepresented families. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. Parents have multiple opportunities to provide input on policies and programs. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Generally, stakeholders feel these efforts are successful. 85% of parents agree the school seeks input from parents. 95% of parents and 94% of staff agree the school encourages parental partnerships. A focus area for improvement is to provide additional, relevant training for members of these advisory groups so members can more effectively participate in decision-making.|KCAA prides itself on serving our families. Surveys show 91% of parents feel school staff go out of their way to help. 92% of parents agree the school provides information about how to help their child with homework. The school also works with community organizations to offer additional academic programming and enrichment opportunities. A focus area for improvement is to connect students and parents to a broader range of resources and information. The school will continue to build partnerships with families by offering ongoing training on effective communication. KCAA provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development.|KCAA administered surveys to stakeholders from all grade levels. Key findings were that about 80% of students, 97% of staff and 94% of parents indicated caring relationships at the school. 98% of parents agree the school staff treats them with respect. Student rates dropped by over 20% from 2019-2020, possibly due to being in distance learning for an extended period. The high rates for staff and parents have been consistent year over year. Going forward, the school will leverage the increased availability and usage of technology to promote 2-way communication between home and school. This will also help staff to learn about each family’s strengths, challenges and goals/expectations for their children.|4|5|4|5|3|4|4|3|3|3|4|4|2021-06-10||2021 37683380109157|Magnolia Science Academy San Diego|3|MSA-San Diego holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings, MTSS meetings, coffee with principal meetings and Local Governance Community meetings. During these meetings parents have the opportunity to review the school's draft budget, MTSS plan, LCAP, WASC, Health and Wellness plan, Safety plan and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|MSA-San Diego staff is trained on MTSS expectations and school culture model during summer inservice. As part of our program, MSA-San Diego supports student learning through multi tiered support systems , parent meetings, online tools shared by teachers on a weekly basis, weekly newsletters and voice messages and grade level specific communications. Also student specific feedback and resources given to parents during home visits, student-led conferences and parent meetings. MSA San Diego’s new communication system Parent Square keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. Parent Square has also broken language barriers between staff and families through its automatic language translation. Finally our teachers use Kickboard positive behavior point system and Illuminate SIS to share student success and progress both academically and socially-emotionally on a daily basis. We continued to utilize the same resources during the Distance Learning.|MSA-San Diego builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, home visits, parent dinner nights and student led conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connect with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of the important features of its education program to improve student and school performance. The School holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, SSC meetings, ELAC Meetings, coffee with the principal meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|5|5|4|5|4|4|4|4|4|4|4|4|2021-06-24||2021 37683380111906|King-Chavez Preparatory Academy|3|KC Prep makes efforts to reach and seek input from all parents, and especially underrepresented families. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. Parents have multiple opportunities to provide input on policies and programs. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Generally, stakeholders feel these efforts are successful. 95% of parents agree the school seeks input from parents. 94% of parents and 100% of staff agree the school encourages parental partnerships. A focus area for improvement is to provide additional, relevant training for members of these advisory groups so members can more effectively participate in decision-making.|KC Prep prides itself on serving our families. Surveys show 92% of parents feel school staff go out of their way to help. 93% of parents agree the school provides information about how to help their child with homework. KC Prep also works with community organizations to offer additional academic programming and enrichment opportunities. A focus area for improvement is to connect students and parents to a broader range of resources and information. The school will continue to build partnerships with families by offering ongoing training on effective communication. KC Prep provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development.|KC Prep administered surveys to stakeholders from all grade levels. Key findings were that approximately 68% of students, 93% of staff and 89% of parents indicated caring relationships at the school. 94% of parents agree the school staff treats them with respect. These high rates have been consistent year over year. Going forward, the school will leverage the increased availability and usage of technology to promote 2-way communication between home and school. This will also help staff to learn about each family’s strengths, challenges and goals/expectations for their children.|4|4|3|3|3|4|4|3|3|3|3|2|2021-06-10||2021 37683380114462|Health Sciences High and Middle College|3|HSMS chose to measure parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through the Principal's Parent Advisory Group and two parent trustee positions on the HSMS governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. HSMS has established and met goals in our LCAP that includes increased parent participation and capacity by continued development, planning, and advertising a year-long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.|To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, Health Sciences Middle School is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities.|To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website and on our Parent Portal through PowerSchool. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities. With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language.|4|5|4|5|5|4|5|5|5|5|5|4|2021-06-28||2021 37683380118851|King-Chavez Community High|3|KCCHS makes efforts to reach and seek input from all parents, and especially underrepresented families. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. Parents have multiple opportunities to provide input on policies and programs. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Generally, stakeholders feel these efforts are successful. 89% of parents agree the school seeks input from parents. 96% of parents and 75% of staff agree the school encourages parental partnerships. A focus area for improvement is to provide additional, relevant training for members of these advisory groups so members can more effectively participate in decision-making.|KCCHS prides itself on serving our families. Surveys show 93% of parents feel school staff go out of their way to help. 78% of parents agree the school provides information about how to help their child plan for college or vocational school. The school works with community organizations to offer additional academic programming and enrichment opportunities. This year, we continued to partner with Barrio Logan College Institute/Upward Bound. We also started collaborating with Data Ethics 4 All (STEM tutoring & Mentorship). A focus area for improvement is to connect students and parents to a broader range of resources and information. An example of progress in this area is our new connection to Hugs & Bags and It’s All About the Kids (community organizations that provide basic needs) The school will continue to build partnerships with families by offering ongoing training on effective communication. KCCHS provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development.|KCCHS administered surveys to stakeholders from all grade levels. Key findings were that about 52% of students, 92% of staff and 96% of parents indicated caring relationships at the school. 100% of parents agree the school staff treats them with respect. Student rates dropped by over 20% from 2019-2020, possibly due to being in distance learning for an extended period. The high rates for staff and parents have been consistent year over year. Going forward, the school will leverage the increased availability and usage of technology to promote 2-way communication between home and school. This will also help staff to learn about each family’s strengths, challenges and goals/expectations for their children. We will distribute parent newsletters, regularly update the information on the website, and increase the number of administrator/parent meetings.|4|4|4|4|4|4|4|4|4|3|4|3|2021-06-10||2021 37683380121681|San Diego Global Vision Academy|3|Our SDGVA staff will be signing up to join our SDGVA Family Fundays. We intend to return to our successful SDGVA Family Fun Days. These are four “free” family events scheduled on Saturdays from 9 am to 11 am scheduled for 2021-2022. We will promote Mission Trails Hike Day, Mission Bay Day, Ward Park and Play Day, and Explore Our Beaches Day. We are also bringing back Scholastic Book Fair again given we have a new room in our facility to host it and training parent-volunteers to run it this year. A focus area for improvement is to continue to provide opportunities for families, teachers, and administrators to work together to plan, design, implement and evaluate engagement activities at school. We will continue to engage with multiple stakeholders using online forums for our Parent Advisory Committee meetings to address this need. In order to seek input from underrepresented families, we will offer a back-to-school survey on the best ways we can connect families together. Items on this interest survey may include which dates/times work best for families to come on-site or attend virtual events, what barriers/challenges they have to be able to attend school events we can find solutions, which forms of communication best serve their interest, which topics are of value to include in our Parent University forums and what resources/incentives are useful to aide in family participation - including providing meals and childcare options.|SDGVA continuously builds partnerships that impact student outcomes, as outlined in our school’s LCAP Goal #3. SDGVA provides families with all materials and resources to support student learning. Our Student Success Team consults with parents/guardians on academic and behavioral strengths. Public access to documents and resources is available on our website in multiple languages. Professional development is a hallmark of our organization for all team members. Educators, Instructional Associates, Office Team & Administrators complete professional development on equity and privilege training that support an inclusive view on how to serve our culturally and linguistically diverse families. We utilize ParentSquare with the ability to translate into multiple languages for our families. SDGVA also provides progress reports two-three times a year prior to the end of official trimester report cards, conducts parent-teacher conferences face-to-face 2x a year with a high success rate of connection and completion TK-8th. Our goal is one-hundred percent connection with families regarding student achievement. We intend to keep virtual options available for parents/guardians. We provide access via Illuminate to families to view their child’s attendance records (TK-8th) and Parent Portal for grading purposes (Gr 6-8) to keep our families up-to-date on their child’s academic progress. A focus area of improvement is to continue to support families to understand and exercise their legal rights and advocate for their child(ren). We will include information pertaining to legal advocacy for vulnerable populations in our Parent University forum, Parent/Guardian Handbook, and on our website.|SD Global Vision Academy utilizes ParentSquare to connect families with their classroom educator, the office staff, and the administration team if needed for academic and behavior leadership. We host Virtual Town Hall meetings (options include morning, late afternoon, and evenings), which are designed to meet the needs of families and serves as a direct line to Administration. We provide updates at this meeting of schoolwide events and solicit input on challenges we may face as a school-wide community. We typically have a high participation rate for our evening events such as Open House and STEAM Night which are packed with families from across all grade levels. We host monthly awards ceremonies where students are recognized for academic and behavioral achievement. These ceremonies have a high family participation rate. We will also include virtual opportunities for families to participate in school-wide and classroom activities to the extent possible. A focus area for improvement is to provide professional development for our staff to learn about each family’s strengths, cultures, language, and goals for their children. Educators will utilize strategies from Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Dr. Gholdy Muhammad to integrate the skills and funds of knowledge embedded in our students ' lived experiences and historically or culturally developed as an asset to learning new content in the classroom. Our Family Outreach Team will continue to make designated phone calls and translate on behalf of parents/guardians who need support completing surveys, connecting to educators, or comprehending resources available. SDGVA will continue to utilize ParentSquare as a two-way communication platform that automatically provides language translation.|4|3|3|3|3|4|4|3|3|3|3|2|2021-06-22||2021 37683380122788|School for Entrepreneurship and Technology|3|SET High board meetings are public and students and their families are encouraged to attend. Agendas are made public 72 hours in advance so families can assess if they'd like to attend to give input on the slated topics. We have events regularly, such as Exhibition, Back to School Nite and SET Connects, where students and parents can engage in open dialog with teachers, staff and administration.|SET High's teachers and staff work in concert with the SPED department to try to assess and help every student, on an individual level. This includes connecting students and their families with programs like DOR, to assist in finding jobs, and partnering with SAY San Diego to utilize their aid and services. SET also has an agreement with Mesa College, part of the San Diego Community College District, through which students can take up to 3 college classes per semester, for free as a senior, and up to 2 classes per semester as a junior. We help our students through that registration and selection process, thus providing a head start on their higher education.|SET High uses technology as a tool to connect with students and families, through Core Competency, a full-service portal that allows parents to stay abreast of all things happening at school. They can check their student's assignments and grades, input community service hours, reserve school lunches, see how their student's passion project is outlined and so much more. This aids our teachers in building trusting relationships with students and their families. To keep parents in the loop about all school activities, the Principal sends out a bi-weekly informational email, that also points them to our Master Calendar. That calendar is on our website and contains all school activities, athletic games, meetings, etc., with details for each event. A new outreach that SET intends to restart next year is SET Connects, a night for parents and their students to come to the school and participate in a fun and educational event. SET's first event, a painting and chat night with art teacher Mr. Heid, was very successful in bringing families together for a night of 2-way communication, and opening up the school as a welcoming environment. However, rather than putting more on our teachers, we hope for the SET Connect events to be led by parents in our community. To extend that environment to the whole community, we host several events, like blood drives and our annual Halloween Fright Night, to which all are welcome and encouraged to attend. To improve upon what SET is already doing, we will try to flesh out the SET Connects nights to include some classes that might be interesting and/or educational to our families, such as a Life Skills class or Computers 101. In addition, our parents started an official SET Parent Association that will fundraise for the school and help give voice and a sense of belonging to the school.|5|5|4|4|4|5|4|4|4|4|4|4|2021-06-23||2021 37683380124347|City Heights Preparatory Charter|3|City Heights Prep strength in decision making would be the implementation of parent advisory groups and asking for input about school policies, providing board meeting updates, funding, programs, and re-opening updates/procedures. The areas of growth and improvement can be seen by engaging more families to attend advisory meetings and reaching out to families who are underrepresented. The staff could meet more regularly to discuss improvements and evaluate family engagement activities at the school level. Opening communication with families more, in order to ensure all families are aware of meeting times and information is also an area of improvement.|City Heights Prep has shown strengths in providing families with resources to support student learning at home. This includes providing students with materials such as laptops, portable wifi’s, and any other school supplies needed. Other resources given out to families often include mental health resources, hygiene products, online burnout resources, community medical assistance, parent support services, and multiple student learning platforms. In ways in which we can approve, is training full staff on how to better engage our demographic of families and students, as well as creating mandatory parent/teacher conferences to ensure all families are up to date with student progress. Families legal rights can better be expressed by posting information on legal rights to our family engagement app for more families to understand and utilize.|A major strength City Heights Prep has in building relationships is the communication skills between administrators and teachers with families in regards to student progress and behavior. In regards to the areas of improvement, this would be the language barrier between staff and families, not having access to consistent translating services, as well as the lack of parent involvement. Our goal is to improve our relationship with different organizations in the community in order to help with translation services for families that require more communication. Having all staff consistently reaching out to families and using translators to communicate will help increase parent engagement.|5|5|4|4|2|4|2|4|3|2|2|2|2021-06-04||2021 37683380126730|Kavod Charter|3|The 2020-2021 school year was the first year we began taking Title I, II and IV funds. As such the opportunity to elicit and maximise feedback from all stakeholders was vital. In the process of fulfilling obligatory compliance elements, a larger than normal group of stakeholders were part of the decision-making process in shaping program objectives. Through the School Site Council (SSC) and English Language Advisory Committee (ELAC) parents, administrators and staff worked collaboratively and identified areas of improvement.|The administrative team improved the onboarding process to more quickly identify students for referral services and onboard families so that they identify key contacts throughout the enrollment process. As a school we also scaled down the frequency in testing and focused on targeted assessments to not overwhelm students and get the most accurate data possible.|The need to modify the way we engage with the community while adhering to safety measures has allowed for more communication through online platforms. Kavod has continued to communicate with it’s families on a weekly basis via the Peek of the Week and monthly newsletters via ParentSquare. Although we were not able to have parent's physical presence on campus, online community events such as grandparent’s day and talent show brought what was happening on campus to them in a safe manner.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-14||2021 37683380127647|e3 Civic High|3|"To ensure equal access to providing stakeholder input, e3 Civic High made great efforts to realize internet access to 100% of scholars, families, and educators via the Cox Internet Company special service partnership. Furthermore, all stakeholder meetings and survey announcements included translations of English into Spanish (i.e. the dominant second language spoken among e3 stakeholders) to accommodate non-English speakers. During the last four weeks of the 2019-2020 school year, e3 Civic High administered both student and parent surveys regarding effectiveness of the following items: -online instruction -scholar mental health -scholar engagement -scholar connectedness -instructional preference for the new year (online, blended, or in-person/completely brick-and-mortar). Additionally, during the first week of June 2020, Associated Student Body (ASB) leaders were engaged in one-hour ‘focus group’ meetings regarding ways to improve instruction. Furthermore, from August 13th - September 3rd, staff, parents and board members were engaged in a series of online Zoom ‘focus group’ think tanks meant to elicit input about learning progress and safety for scholars. To seek input for decision making related to 2021-22 LCAP and Re-Imaging Education, the following occurred: “Re-Opening” meetings/workshops in 2021: -January 5, 13, 20 -February 10, 16, 24 -March 11, 22, 25 “Re-Imagining Education” meetings/workshops in 2021: -February 18 -March 3, 17, 26 -April 21 -May 13 ""Staff, Parent, and Scholar Satisfaction Survey"": -February 22, 2021 to June 6, 2021"|e3 Civic High continues to demonstrate an investment of time, energy and resources in strong partnerships with the goal of promoting positive student outcomes. In March of 2020, e3 Civic High increased its stakeholder engagement further with the disruption of the COVID-19 pandemic. We worked even closer with parents, scholars, staff (i.e. Learning Facilitators, Learning Associates, Counselors, Deans, the Principal, Office Staff, and so on), and local community members, including Governing Board members. This resulted in an improved schoolwide action plan/Learning Continuity Plan, understanding of current needs and possible solutions in the era of COVID-19, more informed decision-making, greater trust among parties, and stronger, enduring partnerships. Furthermore, e3 parents, teachers, school staff and community partners were involved in the development of 2021-22 Local Control and Accountability Plan (LCAP) through a series of stakeholder meetings. Each meeting was grounded in a clear agenda and vision, presentation slides, breakout sessions for small group discussion, and actions developed using shared files of Google Docs and Sheets. The use of special federal and state funds were determined through these partner stakeholder meetings to help with implementation of the LCAP.|e3 Civic High is completely committed to building positive, interdependent, and lasting relationships with all stakeholders. It is through these relationships that our scholars achieve their greatest success. Each stakeholder contributes a special type of resource, encouragement and level of support, be it mental, emotional, social, academic, financial or physical. Relationships are fostered by means of constant and dynamic two-way communication from e3 Civic High: weekly electronic and phone messages; invitations to participate in school and community committees like ELAC, SSC, Think Tanks, Parent University and other special forums and events; systematic and scheduled outreach events like Data Days and Annual Home Visits. Over the past year, the entire e3 community has engaged in more than 30 hours of two-way engagement in the form of Re-Imagining Education meetings and training focused on the future of education at e3 with a special focus placed on providing scholars with Voice and Choice in every aspect of their learning. In school, our culture is focused on building relationships through daily staff-scholar interactions, Advisory activities, and diverse student-centered clubs. Our Black Student Union (BSU) Advisor and LatinX Advisor lead our efforts to foster deep relationships with underrepresented families and students.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-28||2021 37683380129387|Empower Language Academy|3|Parents have multiple opportunities to provide input on policies and programs. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. These meetings are held during days and times that a majority of parents (including underrepresented families) indicated they were available. Empower has established advisory committees made up of families, administrators, and teachers in the development of the school plan and programs. 89% of parents agree the school seeks input. One focus area of improvement is the recruitment and training of parent advisory committee members. We will also promote consistent attendance at Parent/Teacher Organization meetings.|The Parent/Community Liaison position, established in 2019-2020, coordinates events and distribution of school news and data to all stakeholders. This outreach aspect is an important part of ensuring that underrepresented families are engaged in decision-making opportunities at the school. The data shows these efforts are successful. Data from stakeholder surveys indicate that Empower has a strong school culture and relationships with families. 2 out of 3 parents reported they participate in school programs/events/volunteer opportunities. The school hosts regular events and meetings where parents and teachers can discuss academic progress and ways to collaborate. An area of improvement is to maintain personal connections with select students and families who do not regularly attend school functions. We will continue to offer flexible communication options based on their preferences and availability. The school will leverage ParentSquare, a new communications platform, as well as social media and video conferencing to provide all families with resources and information in support of student learning.|Data from stakeholder surveys indicate that Empower has a strong school culture and strong relationships with families. According to survey data, 93% of parents reported that Empower was responsive to them, and 91% felt the school was welcoming to students and families. 95% of students, 82% of staff, and 95% of parents indicated a high degree of caring/close relationships at the school. The school will continue to leverage the increased availability and familiarity with technology to promote 2-way communication between home and school. Teachers will facilitate zoom sessions to help parents understand the academic program and how to support their students. We will also offer opportunities for parents to visit the campus when permitted (and in accordance with the school safety plan). This will help staff to learn about each family’s strengths, challenges and goals/expectations for their children.|5|5|5|5|5|4|5|5|5|4|5|4|2021-06-22||2021 37683380129395|Elevate|3|Elevate School provides families a multitude of opportunities to seek and provide input in decision-making through participation in the English Language Advisory Committee (ELAC); serving on the school’s governing board; the annual parent survey; and the development and annual update of the school’s LCAP. Elevate School has strong school-family relationships as evidenced in parent survey findings and discussions with parents. A focus area for improvement is to continue to develop methods for our school to seek input from families including underrepresented groups in decision-making, such as serving on advisory groups and/or task forces. Pairing monthly advisory meetings with ELAC and other well-attended school events (assemblies), as well as offering meetings at various times, will increase the number of families represented and providing input for decision making.|Elevate School continues to successfully build partnerships with families that positively impact student academic outcomes. Parent participation rates are high at schoolwide events such as exhibitions for student learning, assemblies, and student-led conferences. Additionally, our staff collaborates with families as partners in their child’s education as evidenced in our school’s LCAP Goal #3. A focus area for improvement is to continue to support families to understand and exercise their legal rights and advocate for their own and all students. Further, school personnel will partner with families to increase participation and engagement in our school’s ELAC meetings.|Since our inception Elevate School has placed high value and continues to develop the capacity of staff on building trusting and respectful relationships with the families we serve. Our school provides a welcoming environment for all families and has developed multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Our parents provide feedback on measures related to active participation and partnership in their child’s educational experience through surveys, parent meetings, and dialogue with school personnel. A focus area for improvement is to continue to develop a systematic approach to support military families and collaborate with our Military Family Life Counselor (MFLC) to work with families and students. Another area for continued growth relates to Elevate’s commitment to ensure that all parents and family members have access to and can understand school communications so that all parent voices can be represented and heard as we collectively strive to serve all students.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-24||2021 37683380131979|Ingenuity Charter|3|Principals and staff are fully supported by the LEA to hold meetings and create structures that enhance communication between families and the school that result in decision making. The LEA engages families and staff regularly in advisory groups. Survey data is used to gauge the effectiveness of programs, and programs are discussed at meetings. Recommendations for policy revisions are made, shared out with all stakeholders, and given to school leadership teams. It is the LEA's goal to better provide professional learning for staff on this topic though, to implement its improvement efforts in this area. In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP. The LEA educates its parent groups (DELAC, SSC, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year after the school presents its SPSA and LCAP documents in small, comprehensible chucks and summarizes program efforts in “parent friendly language.” The LEA provides all parental correspondence in English and Spanish and provides translation services at all parent meetings. To reach out to parents of ELL students, ELL assistants, along with the ELL coordinator, call to personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events. The LEA provides opportunities for this at all parent meetings and advisory committee meetings, which occur on a monthly basis. At the start of the academic year, the LEA conducts a needs assessment with families to evaluate areas of need and develop its family engagement activities for the school year. Teachers, principals, and families discuss activities openly at stakeholder meetings and notes are archived for future reference. Unfortunately, due to the pandemic, the family engagement activities were limited to virtual meetings, and the LEA will seek to offer additional activities when restriction guidelines are lifted. To improve the engagement of underrepresented families, the LEA will provide additional professional learning to administrators/staff on how to actively engage non-English speaking parents and underrepresented families. The LEA will then, in conjunction with Harmonium and SAY San Diego, sustain several family friendly parent meetings and activities throughout the school year to involve parents at school and in its decision-making processes based on learnings from these professional developments.|The LEA partners with Harmonium and SAY San Diego to provide wrap around services to families. Counseling services are provided, including mental health services, and assistance with resources, such as food, to families in need. Teachers meet with the student and parents/guardians at least once a year to discuss academic progress. If the student is falling behind, additional meetings are held with the family to discuss strategies to help the student succeed. Students are informed of their legal rights and how to advocate for their own students with information provided on the LEA’s website. The LEA can improve on the area of student achievement by increasing the amount of interventions held with struggling students. The school provides professional development to all staff systematically each school year. Professional learning in this specific area, however, is just emerging as a need within the LEA. The LEA will focus on providing professional learning to leadership teams and teacher leaders throughout the school in this area, with the intent that they disseminate information to the LEA. Professional development is provided to staff on conducting these meetings and strategies to communicate effectively with families. At these meetings, a family needs assessment is conducted and both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet quarterly (or more often, as needed) with students considered to be “at risk” to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year.|"The LEA provides a minimum of four parent workshops and one Open House annually to increase the number of parents trained in academic initiatives, and implements a Spring Open House with dinner offered to families in attendance. The LEA also implements parent nights focused on academics, college preparatory advising, and access to post secondary options (including HiSET Study Prep books, AP Prep Guides, and ASVAB Test Prep Guides). The LEA subscribes to a Learning Management System that helps to implement a text alert/reminder system for upcoming events to increase communication with parents. The LEA can improve by increasing the amount of parent workshops, and Open Houses, to reach more families. The LEA holds monthly School Site Council and District English Language Advisory Committee meetings, and all students and parents are invited to attend to share any thoughts and ideas they would like to see at the school. During these meetings, there have been several suggestions and feedback provided about various clubs that students suggested, and the LEA was successful in creating and running the clubs. Also during these meetings, parents review the school's LCAP, SPSA, and school programs, and give input in the language of their choice. These documents are summarized and presented in “parent friendly language” at the next meeting. Parent education is included as a vital part of these events, so parents can understand the school's programs and give input about their implementation and success. The LEA has identified ""two-way communication between families and educators"" as its focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at stakeholder meetings, but can do a better job at facilitating an exchange of dialogue between school staff and families during meetings. The LEA wishes to create an environment in which parents feel equipped with the knowledge to provide regular input and fully participate through two-way communication and planning with staff. The LEA will work on facilitating small group review sessions during stakeholder meetings to discuss programmatic recommendations and to review and revise school documents. In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP. Unfortunately, due to the pandemic, the family engagement activities were limited to virtual meetings, and the LEA will seek to offer additional activities when restriction guidelines are lifted. The LEA will increase the support and professional learning given to staff."|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-13||2021 37683380135913|Urban Discovery Academy Charter|3|The LEA's current strengths include community surveys, ongoing open meeting structures, parent/teacher meetings, WASC self-study meetings, and a committee structure to the Board of Trustees. Focused areas for improvement, including those to improve the engagement of underrepresented families, include reestablishing regularly scheduled parent group meetings that did not occur during the onset of the pandemic and holding regular ELAC meetings.|"The LEA""s current strengths including personalized learning plans for student improvement, administration of a new testing system to monitor student learning, and professional development partnerships for faculty and staff. Focused areas for improvement, including for the engagement of underrepresented families, include workshops on how to read and interpret the new testing data, supporting parents in learning about different ways to support learning at home, and ensuring all materials are accessible in the families home language."|The LEA's strengths include ongoing communication through multiple modalities including online meetings, emails, websites, and text messaging. The focused area for improvement for engagement of underrepresented families included improved translation services, meetings at multiple times during the day, and ensuring that every family has access to the technology required to actively participate in meetings.|4|4|4|4|4|3|5|3|4|4|4|4|2021-06-23||2021 37683380136663|America's Finest Charter|3|Parent involvement has been at the core of the decision making for America’s Finest Charter since the school opened in 2011. The Board of Directors for America’s Finest Charter is comprised of several members of each of the following stakeholder groups: staff, parents and leaders from our community. The Board of Directors meets monthly to fulfill the goals of the Board and school leadership. America’s Finest Charter School involves English speaking and non-English speaking parents. Involvement opportunities include: English Learner Advisory Committee (ELAC) parents meetings and School Site Council (SSC). Parents participated in school events: Curriculum Night/Open House, Math Night, International Fair, and Arts in the Afternoon Gala. AFCS needs to train our parent leaders and will be seeking for more opportunities in the community for additional parent engagement trainings.|At America’s Finest Charter School, technology is utilized to increase communication by way of Class Dojo. The system provides parents/guardians and students a means of knowing where students are academically. We also have meetings, teachers and parents conferences, and activities include but are not limited to: Curriculum Night/Open House, Math Night, Parent-Teacher Conference, Flyers and School-Related Information, and Monthly Letters Communication. We also will be providing workshops and webinars to teach families how to use the Parent Portal for statewide testing and the school grading system.|America’s Finest Charter School (AFCS) is committed to building strong relationships with parents as partners in education. Parents have many opportunities to be involved at AFCS. AFCS has formed a group called “Friends of AFCS” including administrators, teachers, classified staff and parents. The school has an “Open Door” policy. School administrators meet regularly with parents and encourage feedback during our ELAC and Parents meetings. AFCS families also give feedback when they complete the LCAP survey. AFCS serves many students that have parents/guardians who only speak Spanish, Vietnamese, or Somali. Translation services are provided in all parents communications and events, including on-site translation, monthly newsletters in different languages, Parentsquare - an autodialer messages system to parents/guardians in English and Spanish. Parents fill out volunteer interest forms and are invited to help in the class and with outside class assignments. According to our population data, we need to reach out more to the Asian families and communities in order to improve their engagement and representation by placing ads in the Asian newspapers and inviting more local businesses to our events.|5|5|5|5|5|4|5|4|4|4|4|4|2021-10-18||2021 37683383730959|Charter School of San Diego|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2020-2021 the school received input from almost 900 students and parents and used the results in the development of the 2021-2022 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 91% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 99% of parents and 99% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 98% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 95% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23||2021 37683383731395|Audeo Charter|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2020-2021 the school received input from over 300 students and parents and used the results in the development of the 2021-2022 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 86% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 97.8% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 98% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 95% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23||2021 37683386039457|Darnall Charter|3|Darnall Charter School seeks families for input in decision-making through the school's English Language Advisory Committee (ELAC/DELAC), School Leadership Council (SLC), annual parent surveys, during the annual update and development of the school LCAP, and a parent representative on the governing board. The monthly Parent meetings allow parents to voice their input in DCS matters. A focus area for improvement is to continue to implement strategies to increase parent participation in our schools ELAC/DELAC in order to seek input in decision-making. In addition, before the pandemic, a new parent group was created in order to get more parents involved school-wide. The Darnall Parent Council (DPC) is composed of a parent representative for each classroom. The first meeting and workshop took place in December 2019. The DPC met twice and had almost 70% of the classrooms represented. Unfortunately, the pandemic stopped this effort, but this group will reboot in the coming academic year. Due to the crisis, DCS increased parent communication electronically in various forms: monthly parent meetings, parent workshops (SEL), and classroom meetings. DCS will continue working to engage parents in a meaningful way.|Darnall Charter School places great emphasis on building relationships with families that encourage learning at home and involvement at school, which is also a strong predictor of student success. Our school has worked extensively to develop and maintain respectful and nurturing relationships between all stakeholders (school staff, parents, students, and community). Promoting a partnership with parents as outlined in our school's LCAP Goal #3 is critical to student success. During the pandemic, DCS communicated electronically with families and increased engagement because schedules were accommodated. Additionally, our school provides interpreter services at all schoolwide events and upon request. Materials sent home are translated to the Spanish language, as it is the identified 15% or more threshold language group. These partnerships are developed and maintained through activities that build trust between the school and families. For specialized meetings, our school provides interpreter services in targeted languages such as Vietnamese and Somali.|At Darnall Charter School (DCS) we believe wholeheartedly that a child’s academic success is greatly enhanced when teachers and parents are partners in the process. Good two-way communication between families and Darnall is necessary for all students' success. Not surprisingly, research shows that the more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student achieve academically. During the pandemic, this type of communication became vital for all stakeholders and it provided the opportunity to change it from a weakness to a strength. Every student had a device at home and this facilitated for meetings to be more accessible. Also, it increased the communication between the teacher and parents. DCS strongly believes that when parents are engaged in their school, students receive the home support and knowledge they need in order to engage in their education, but also develop a lifelong love of learning.|4|4|4|4|3|4|4|3|3|3|3|3|2021-06-17||2021 37683386039812|Keiller Leadership Academy|3|KLA is committed to developing opportunities for parents to be involved. Parents are encouraged and welcome to be active partners in their child's education and to share responsibility and accountability for their child's academic performance and achievement. KLA's Parent Support Center provides a range of services to help parents learn how to assist in their child's learning. These services include evening parent classes through the school's counseling department, on-site parent volunteer opportunities. KLA has a parent involvement director who coordinates the volunteer efforts of the parent volunteer team (PVT). Parents receive weekly newsletters from the Academic Directors and they also are invited to attend regularly scheduled Town Hall meetings with the Executive Director.|The Instructional Leadership Team (ILT) identifies a school wide focus each year for professional development and determines areas of individual need for school programs such as Special Education and English Language Acquisition. Throughout the year, teachers collaborate and participate in professional learning activities that use best practices and shared problem solving strategies. Teachers are provided with useful data that allows them to understand the needs of their students so they can adjust and improve teaching and learning. Academic Directors provide ongoing training as needed and staff are released for professional development as prescribed by the ILT. KLA engages all families throughout surveys and open forums seeking feedback on ways to improve its' programs. Academic Directors of KLA maintain an ongoing line of communication between staff and families through a variety of modes including weekly newsletters, engagement in PIQE, ELAC, SSC, and IEP meetings.|KLA has sustained its' ability to maintain positive relationships between staff and families because of the wrap around Restorative Practice and pedagogy of all KLA staff members. In addition, KLA uses a variety of means to communicate with families. KLA will continue to improve engagement of underrepresented families through town hall meetings, PIQE, and exploring outreach community services.|5|5|5|5|4|4|4|4|4|5|5|4|2021-06-08||2021 37683386040018|Harriet Tubman Village Charter|3|HTVCS has partnered with families to make many decisions about our distance learning program and reopening plans this year. We have held townhall meetings, quarterly SSC meetings, PTO meetings, monthly Coffee with the Principal meetings to provide information and seek input from families. All of these meetings have been conducted in the virtual format, and as such the quality of the family engagement is not the same as we would experience during in-person events. We have also surveyed our families several times over the course of the past year to seek their input on reopening, after school programs, and extracurricular activities. We received responses from 75% of our families on our annual family survey. When we are able to have families return to campus to participate in family engagement opportunities, we anticipate reaching more families. A component of our Leader in Me program is about engaging families in the process of creating student leaders and we are looking forward to continuing our focus on this work next year.|Families are essential partners in our work. Throughout the pandemic, we have continued our efforts to partner with parents around student outcomes through virtual parent conferences, regular progress reports, and making information accessible online. Our special education team has adapted to the virtual format and uses DocuSign to ensure parents are informed of their legal rights throughout the IEP process. The virtual format has made communicating progress effectively and collaboratively problem solving with families not as productive as in-person meetings. We are looking forward to resuming our in-person communications with families. Each week, attendance audits are conducted to quickly identify and flag any students not engaging in instruction. Our intervention team reaches out to the family and schedules home visits to determine how to best support the student. The wrap-around service of Tubman staff/parent/student home visits are a necessary replicable strategy for engaging families, educators and students as a team that coincides with our Village mentality. These home visits have been successful at maintaining student engagement throughout the year. Every Tuesday, Tubman provides “Working Together is Better” training webinars for families on topics such as how to incorporate Leader in Me habits and mindsets at home, accessing Schoology, supporting literacy, and nutrition education. We look forward to providing additional family events to provide resources for families to support their child’s education at home in-person during the next school year.|Prior to the pandemic, HTVCS purchased and implemented the Leader in Me program to address development of student leaders and engagement in school community. This is a five-year implementation. HTVCS was well on their way towards successful implementation until the pandemic unfolded. The pandemic has shifted our attention to the immediate needs of our students, staff, and families. We have had to prioritize core academics and put on hold our other programs. As we come out of this pandemic, the need for social and emotional well-being is unprecedented. HTVCS will resume our Leader in Me program to engage families and students in successful leadership strategies. Despite the challenges of the past year, our school climate survey administered as part of the Leader in Me program, shows that our family involvement score grew 3 points to an overall score of 80 indicating that are actions to involve families have been effective. We have frequently communicated with parents over the course of the past year to ensure they were informed about programmatic updates and available resources. We utilized School Messenger, School Mint, and the PowerSchool parent portal to provide regular communication with parents about school events, information, opportunities to provide feedback, and student progress. We surveyed families and had regular meetings where all stakeholders could receive information and provide feedback on our distance learning program and reopening plans. All communications and parent resources are provided in the appropriate language. Our meetings are translated simultaneously, and recordings posted on our website for future viewing.|3|3|3|2|3|2|2|2|3|3|2|2|2021-06-23||2021 37683386040190|King-Chavez Primary Academy|3|KC Primary makes efforts to reach and seek input from all parents, especially underrepresented families. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. Parents have multiple opportunities to provide input on policies and programs. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Generally, stakeholders feel these efforts are successful. 98% of parents agree the school seeks input from parents. 95% of parents and 100% of staff agree the school encourages parental partnerships. A focus area for improvement would be to provide additional, relevant training for members of these advisory groups so members can more effectively participate in decision-making.|KC Primary prides itself on serving our families. Surveys show 93% of parents feel school staff go out of their way to help. 95% of parents agree the school provides information about how to help their child with homework. KC Primary also works with community organizations to offer additional academic programming and enrichment opportunities. One focus area for improvement is to provide meaningful and relevant parent engagement activities that promote attendance. Activities planned for during the 2020-2021 school year included Parent Orientation, various themed weeks, awards, and conferences. We look forward to expanding our in-person activities next year. The school will continue to build partnerships with families by offering ongoing training on effective communication. KC Primary provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development such as Equity Training.|KC Primary administered surveys to stakeholders from all grade levels. Key findings were that 94% of students, 96% of staff and 100% of parents indicated caring relationships at the school. 98% of parents agree the school staff treats them with respect. These high rates show strength in the area of building relationships, and have been consistent year over year. Going forward, the school will leverage the increased availability and usage of technology to promote 2-way communication between home and school. This will also help staff to learn about each family’s strengths, challenges and goals/expectations for their children.|4|5|4|5|5|5|4|5|4|4|4|4|2021-06-10||2021 37683386061964|The O'Farrell Charter|3|Principals and staff are fully supported by the LEA to hold meetings and create structures that enhance communication between families and the school that result in decision making. The LEA engages families and staff regularly in advisory groups. Survey data is used to gauge the effectiveness of programs, and programs are discussed at meetings. Recommendations for policy revisions are made, shared out with all stakeholders, and given to school leadership teams. It is the LEA's goal to better provide professional learning for staff on this topic though, to implement its improvement efforts in this area. The LEA educates its parent groups (DELAC, SSC, PTO, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year after the school presents its SPSA and LCAP documents in small, comprehensible chunks and summarizes program efforts in “parent friendly language.” The LEA provides all parental correspondence in English and Spanish and provides translation services at all parent meetings. To reach out to parents of ELL students, ELL assistants, along with the ELL coordinator, call to personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events. The LEA provides opportunities for development and planning of family engagement activities at parent meetings and advisory committee meetings, which occur on a monthly basis (DELAC - every other month). At the start of the academic year, the LEA conducts a needs assessment with families to evaluate areas of need and develop its family engagement activities for the school year. Teachers, principals, and families discuss activities openly at stakeholder meetings and notes are archived for future reference. As a focus area, to improve the engagement of underrepresented families, the LEA will provide additional professional learning to administrators/staff on how to actively engage non-English speaking parents and underrepresented families. The LEA will then sustain several family friendly parent meetings and activities throughout the school year to involve parents at school and in its decision-making processes based on learnings from these professional developments.|The school provides professional development to all staff systematically each school year. Professional learning in this specific area, however, is just emerging as a need within the LEA. The LEA will focus on providing professional learning to leadership teams and teacher leaders throughout the school in this area, with the intent that they disseminate information to their respective teams. The LEA conducts parenting workshops per academic year on topics related to student learning, curriculum, and academic resources. Additionally, all classroom teachers conduct PAL (Partnership for Academic Learning) meetings with all families at the start of each school year to set goals for students and develop a plan of action to support students in meeting those goals both at home and at school. Professional development is provided to staff on conducting these meetings and strategies to communicate effectively with families. At these meetings, a family needs assessment is conducted and both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet mid-year with students considered to be “at risk” to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year. The LEA holds stakeholder meetings throughout the school year (DELAC, SSC, LCAP Advisory Committee, etc.) during which these topics are discussed. In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LCAP. As a focus area, the LEA will increase the support and professional learning given to staff specifically in the area of partnering with families. While ongoing and targeted professional development is conducted for staff in the areas of relationship building and communication, the LEA is working on providing professional learning that will lead to a measurable increase in parental involvement and stakeholder engagement in advocating and planning for students' education and the school's programs. The LEA will seek out additional professional learning on best practices in this area, and will partner with its parent groups and counseling offices to implement new learnings.|"Staff participate in training each academic year on effective communication with families and parents through the school’s PAL meeting process, conducted in September. Additionally, students are assigned a homebase teacher who is the primary contact for the family at school. In the high school, this teacher “loops” with students to build lasting, positive relationships with them, enabling them to focus on fully supporting the student academically and socio-emotionally. Homebase teachers are supported by team leaders and administration and are also responsible for delivering the school’s character development curriculum and monitoring student progress. The LEA holds parent events on a wide variety of topics that are timely and relevant to families in the community. A needs assessment is conducted during PAL meetings at the start of the school year to drive the topics of these meetings. The school publishes documents sent home to parents in English and Spanish and has translation services and childcare available at parent meetings when applicable. Each year, teachers hold one-on-one conferences with all students and families in their homebase. During these meetings, strengths and background information are discussed and goals are created for the school year. Parents and teachers are partners in these meetings to build a plan for the child in which both share responsibilities for implementation. The school holds several parent meetings in addition to parent events and education nights. At PTO, DELAC, and SSC meetings, parents review the school's LCAP, SPSA, and school programs, and give input in the language of their choice. These documents are summarized and presented in “parent friendly language” at the next meeting. Parent education is included as a vital part of these events, so parents can understand the school's programs and give input about their implementation and success. The LEA has identified ""two-way communication between families and educators"" as its focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at stakeholder meetings, but can do a better job at facilitating an exchange of dialogue between school staff and families during meetings. The LEA wishes to create an environment in which parents feel equipped with the knowledge to provide regular input and fully participate through two-way communication and planning with staff. The LEA will work on facilitating small group review sessions during stakeholder meetings to discuss programmatic recommendations and to review and revise school documents."|5|4|5|4|3|5|5|5|4|4|4|4|2021-06-14||2021 37683386115570|Museum|3|The Museum School has a number of leadership groups that provide a structure for staff and parents to work together. The Collaborative Board of Directors has 7 members: two are current parents, four others are former parents of Museum School students, and two of the members are teachers at the school. The Friends of the Museum School parent organization supports the school through fundraising efforts and community-building activities. The school also has a School Leadership Team (SLT) composed of the school administrator, teachers, Special Education Staff, and the school counselor. This group evaluates the school's progress, strengths, challenges, and needs. The SLT reports to both the school staff and the Board of Directors. We also regularly consult with parents. Each year, the school conducts a Parent Survey to gain feedback on school climate, curriculum, participation and engagement, and school safety. The results are presented to the Board of Directors in an open session. Survey results are also used to inform the school’s plans, including the LCAP. 96% of parents agree the school seeks parent input before making important decisions. An area of improvement has been identified in receiving annual baseline data and parent feedback by conducting more frequent surveys throughout the school year to receive comparable information to help inform best practices. As such, a Fall survey will be conducted in addition to the existing Spring survey.|The Museum School successfully works with parents as partners in their children’s education: 97% of parents stated the school sees parents as important partners. We provide regular opportunities for collaboration and engagement. The school's Counselor and Dean of Students provide three parent nights addressing a variety of needs, including literacy training, technology, math competency, social-emotional curriculum, and State accountability assessments. Teachers and the school's Director regularly communicate information on events, school assignments, statewide testing, and progress. Parent conferences are scheduled with each family to address and monitor student progress and achievement. As a part of the Extended Learning Opportunities grant, the Museum School will provide before and after school tutoring that will include learning plans and progress reports for students in order to inform and encourage participation from parents. We have also identified parent engagement in Family Nights and Parent Seminars as an area of improvement, and will create an annual schedule of topics based on parent feedback and needs determined by the Leadership Team. These Family Nights and Seminars will be further designed based on the differing needs of families based on the grade level tiers of their students, for example K-2, 3-5 & 6-8.|The Museum School's Family Engagement Plan is developed annually and presented to the Board of Directors of the Museum School Collaborative, which consists of 5 parents and 2 teachers. The school hosts a variety of community-building events throughout the year, such as a Harvest Festival, Movie Night, and Music & Art Showcases. The Friends of the Museum School has a Director of Communications who interfaces with teachers and parents. The Director and Office Manager attend every Friends of the Museum School meeting. Opportunities for engagement and participation are presented as part of the school's Parent/Student Handbook. The Parent Handbook is discussed and approved at public, open Board meetings with accommodations for disability or limited English proficiency. The school has also fully implemented processes to identify and support students who may need extra academic, behavioral or social support. Stakeholder feedback indicates that our efforts in this area have been successful. The 2021 Parent Survey shows that 94% of respondents feel welcome to participate, and 95% agree the school keeps them informed of upcoming activities. We have identified parent engagement in Family Nights and Parent Seminars as an area of improvement, and will create an annual schedule of topics based on parent feedback and needs determined by the Leadership Team|5|5|4|5|5|4|5|5|5|4|5|4|2021-06-14||2021 37683386119168|San Diego Cooperative Charter|3|Parents have multiple opportunities to provide input on policies and programs. Family engagement opportunities are discussed at regular meetings with parent groups, Board Meetings and the PSA. Information is disseminated through electronic and written means, and translated whenever possible. These meetings are held during days and times that a majority of parents (including underrepresented families) indicated they were available. SDCCS has established advisory committees made up of families, administrators, and teachers in the development of the school plan and programs. One focus area of improvement is the recruitment of PSA and Board members. We will also promote consistent attendance at Parent/Teacher meetings and Project Nights.|The Parent/Community Liaison position led by Morgan Weir coordinates volunteers for events and distribution of school news and data to all stakeholders. This outreach aspect is an important part of ensuring that underrepresented families are engaged in decision-making opportunities at the school. This position also works with teachers to support their outreach to families and encourages communication, involvement and an invitation to be involved. The school hosts regular events, project nights and meetings where parents can be involved in the learning process within our community . An area of improvement is to maintain personal connections with select students and families who do not regularly attend school functions. We will continue to offer flexible communication options based on their preferences and availability. The school will leverage written communication with translation, social media communication and video conferencing to provide all families with resources and information in support of student learning.|Data from stakeholder surveys indicate that San Diego Cooperative Charter School (SDCCS) has a strong school culture and strong relationships with families. According to survey data, 97% of parents reported that SDCCS was responsive to them, and 96% felt the school was welcoming to students and families. Overall the stakeholders indicated a high degree of caring/close relationships at the school. The school will continue to leverage the increased availability and familiarity with technology to promote 2-way communication between home and school. Teachers will facilitate zoom sessions to help parents understand the academic program and how to support their students. We will also offer opportunities for parents to visit the campus when permitted (and in accordance with the school safety plan). This will help staff to learn about each family’s strengths, challenges and goals/expectations for their children. COVID-19 has impacted the way that we communicate with our families in both good and challenging ways. Our priority has been to continue to partner with parents for the benefit of their children and the strength of the SDCCS community.|5|5|5|5|5|5|5|5|5|5|5|4|2021-10-12||2021 37683386119598|King-Chavez Academy of Excellence|3|KCAE makes efforts to reach and seek input from all parents, and especially underrepresented families. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. Parents have multiple opportunities to provide input on policies and programs. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Generally, stakeholders feel these efforts are successful. 96% of parents agree the school seeks input from parents. 99% of parents and 100% of staff agree the school encourages parental partnerships. A focus area for improvement is to provide additional, relevant training for members of these advisory groups so members can more effectively participate in decision-making.|KCAE prides itself on serving our families. Surveys show 97% of parents feel school staff go out of their way to help. 97% of parents agree the school provides information about how to help their child with homework. KCAE also works with community organizations to offer additional academic programming and enrichment opportunities. A focus area for improvement is to connect students and parents to a broader range of resources and information. The school will continue to build partnerships with families by offering ongoing training on effective communication. KCAE provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development.|KCAE administered surveys to stakeholders from all grade levels. Key findings were that about 73% of elementary students, 56% of middle school students, 96% of staff and 100% of parents indicated caring relationships at the school. 100% of parents agree the school staff treats them with respect. These high rates show strength in the area of building relationships, and have been consistent year over year. Going forward, the school will leverage the increased availability and usage of technology to promote 2-way communication between home and school. This will also help staff to learn about each family’s strengths, challenges and goals/expectations for their children.|4|4|4|4|3|4|4|4|3|4|4|4|2021-06-10||2021 37683460000000|San Dieguito Union High|3|SDUHSD effectively partners with parents and families in decision-making by leveraging various advisory committees including; Parent Curricular Advisory Committee (PCAC), District Advisory Committee (DAC), School Site Councils (SSC), English Learner Advisory Committees (ELAC), Safety & Wellness Committees, and parent forums run at various schools. SDUHSD will continue to seek participation from underrepresented families to ensure membership on advisory committees more closely reflects the demographics of the district.|SDUHSD stakeholders reported that SDUHSD is a community committed to supporting all students. Teachers are dedicated to supporting students, parents are supportive of our schools, and support staff and administrators are committed to building cultures at schools that are centered around supporting students' academic, social, and emotional development. Stakeholders reported that SDUHSD should focus efforts on creating consistency across schools in parent engagement opportunities, communication systems, and outreach. SDUHSD has worked in recent years to systematically take parent and community feedback in conjunction with school staff to create systems that work for all families including the Special Education Strategic Task Force, Safety and Wellness Committees, and parent forums run at various schools.|Parents/Families, students, and staff reported that SDUHSD schools are welcoming environments and provide effective communication. Families report that their school respects their families' culture. SDUHSD will continue efforts to celebrate the diversity and involvement of our families. Additionally, parents/families and staff expressed a need to continue to reach out to families on multiple platforms. SDUHSD will work to improve the engagement of underrepresented families by providing information and outreach in multiple languages, offering meetings at a time of day and format that is more convenient for families, and focusing on improving culturally and linguistically responsive practices across all district schools.|4|5|3|3|4|4|3|3|5|4|3|3|2021-06-17||2021 37683530000000|San Pasqual Union Elementary|3|"Since the San Pasqual Union School District is a single-school school district, all decisions are made on the school site. The school actively engages parents in the decision-making process. As reflected in the 2021 California Healthy Kids Survey, 89% of parents reported that the school actively seeks the input of parents before making important decisions. Further, in that same survey, 94% of parents agree that school staff take parent concerns seriously. As a result of the pandemic, the District increased efforts to inform and engage parents. To that end, during the 2020/21 school year, the principal/superintendent hosted over 20 parent engagement sessions, including meetings with School Site Council, SP School Foundation, SAGE Garden, and virtual ""Coffee with the Principal"" sessions. To further seek meaningful input and build school capacity, the District established a School Improvement Committee comprised of staff representing all grade levels and subject areas. The Committee’s primary role is to analyze both instructional practices and outcomes and to make recommendations for improvements to the instructional program. Surveys were also shared with staff, students, and parents to both inform and guide District decision making."|Engaging with families and community partners remains one of the District's top priorities. As reflected in the District's 2021, LCAP Goal #4 specifically seeks to Promote Family and Community Partnerships that Enhance Student Outcomes and Opportunities. Part of this work will focus on the reconstitution and/or refocusing of parent groups, including the Parent-Teacher Organization (PTO), SP School Foundation, Red Barn Arts (RBA), and SAGE (Students are Growing Everyday) garden. Additionally, the District will focus on initiatives that improve upon community partnerships, including those established with the San Diego Zoo Safari Park, the Nature Collective, and California State University-San Marcos.|San Pasqual Union School prides itself on building positive relationships with parents and guardians. According to the 2021 California Healthy Kids Survey, 94% of parents report that the school encourages parent involvement while 97% report that the school encourages parental partnerships. Parent-teacher conferences provide time for parents and teachers to converse about the students' strengths, needs, culture, and goals. Teachers work with students to set individual learning goals and maintain open communication with parents on progress toward those goals. San Pasqual Union School made great strides to improve two-way communication between families and educators by upgrading the school website with the capacity to translate content in multiple languages. The website integrates with a mass communications system and school app. Additionally, the PeachJar flyer system makes it easier for parents to access relevant school and community information from various platforms. As reflected in the 2021 LCAP, a full-time EL/Intervention Teacher will lead efforts to engage with Spanish-speaking families. Additionally, in 2021/22, the District plans to reinstate programs like Mano-a-Mano and the Latino Family Literacy project to further engage and connect with non-English speaking families.|5|5|4|4|4|5|5|5|4|5|5|4|2021-06-23||2021 37683610000000|Santee|3|The District provides an Executive Summary for the LCAP that reviews multiple data points. A review of this data was conducted as part of a Needs Assessment with all Stakeholder groups to ensure all District funds are allocated to meet the needs of students. Data was assembled into a user-friendly format to report trends within data from 3 prior years or to establish baseline data. This information was available for stakeholders to provide input through a link on the District’s website, through email or during one of our stakeholder meetings throughout the comprehensive stakeholder input process. The District conducted virtual meetings with bargaining units, administrators, teachers, classified staff, District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Councils (SSC), English Learner Advisory Committees (ELAC), parents/community members, and students during which participants were asked to provide answers to guided questions. Responses were assembled in a database and categorized by themes to determine priorities for improving student learning outcomes. The district continues to explore strategies to increase family engagement around decision making within the District. Due to the pandemic, we have experienced an increase in family participation in our school board meetings.|Due to COVID-19 restrictions, sites held parent-teacher conferences virtually. These conferences involved beginning of the year goal setting, review of data based on these goals, and review of other student outcomes academically, socially, and emotionally. When we held parent conferences, we provided any accommodation for parents with disabilities and our English Learner parents. Families received student progress on assignments, assessments, progress reports, and other academic achievements along with school and any other communication. To encourage greater parent/guardian participation, we worked to resolve identified barriers for participation and communication for families with disabilities and English Learner/immigrant parents to further support their child. Access to technology and the Internet for all students and parents was a key priority and was achieved at the beginning of the year.|The LEA continues to train school and district staff on ways to communicate with parents through technology, as well as through meetings and informational trainings. During the 2020-2021 school year, communication and training using remote meeting technology was a major focus as parents and community members were not permitted on school grounds due to COVID-19 restrictions. Some Title I school sites employed a site Community Liaison specifically to increase family engagement remotely. The Community Liaisons' main responsibility is to engage families in the learning environment as partners in their child's education. All parents are encouraged to volunteer at their child's school site. Although, COVID-19 restrictions did not permit parents to volunteer on campus. Rather, parents were able to contribute to schools by engaging in activities that could be performed remotely. Our Director of Community Collaborative provides training for teachers, school leaders, and classified staff on best practices on engaging families into our schools to ensure they feel valued as partners in their child’s education. Some of these remote trainings include resiliency training, conflict resolution, academic institutes, and college and career readiness. Positive Parenting Partnership is an example of one of the programs we have in place to build a partnership with our families. We communicate through various methods including newsletters, email, school messenger, social media, and district and site level virtual meetings and events. We ensure information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and language parents can understand. In addition, Santee School District ensure that we provide special accommodations as well as accessibility needs for all families with special needs, which include one to one virtual meetings when necessary.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-05||2021 37684030000000|Spencer Valley Elementary|3|Our school district is comprised of a single K-8 school in a rural area. We served only 22 families this year. We have daily interactions with each family as they drop off their children or pick them up after school. For the 21-22 school year, monthly family/community engagement meetings will be organized and all families will be invited. The times for these meetings will be flexible and will be offered during the day and in the evening. The invitation will be sent out in English and Spanish and the meetings and documents for the meetings will be available in English and Spanish when needed.|Our school district is comprised of a single K-8 school in a rural area. We served only 22 families this year. We have daily interactions with each family as they drop off their children or pick them up after school. For the 21-22 school year, monthly family/community engagement meetings will be organized and all families will be invited. The times for these meetings will be flexible and will be offered during the day and in the evening. The invitation will be sent out in English and Spanish and the meetings and documents for the meetings will be available in English and Spanish when needed.|Our school district is comprised of a single K-8 school in a rural area. We served only 22 families this year. We have daily interactions with each family as they drop off their children or pick them up after school. For the 21-22 school year, monthly family/community engagement meetings will be organized and all families will be invited. The times for these meetings will be flexible and will be offered during the day and in the evening. The invitation will be sent out in English and Spanish and the meetings and documents for the meetings will be available in English and Spanish when needed.|5|5|5|5|5|5|5|4|5|5|5|5|2021-06-23||2021 37684030125401|Insight @ San Diego|3|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. 2020-2021 school year brought about changes for Insight in regard to their live session schedule. The school switched to a period schedule that reflected a brick and mortar setting and made attendance easier for students. The consistency in the live session scheduled was successful based on our live session attendance as compared to previous years. Insight included in-person onboarding sessions for our families at the beginning of the 2019-2020 school year in order to allow staff and parents to meet in a face to face session before the school year began. The school has also increased in-person outings throughout the school year to allow for more face to face activity time. The outings include recreational activities, college/vocational school tours and community service projects that the students are able to participate in as a high school group. Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses. This has allowed for more students to have the ability to attend. The 2020-2021 school year did not allow for Insight to continue the in-person practices, however, the school shifted to virtual field trips and onboarding sessions via Zoom. Virtual field trips were highly attended due to their not being any logistical issues for students. Insight will continue to offer this as an option due to its success this year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk. The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Met: Academic Advisors make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed. The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight. Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students. Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Social media platforms such as Facebook and Instagram have been a focus for the 2020-2021 school year. Insight has received great feedback from parents and students regarding this addition. Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-07||2021 37684036120893|California Virtual Academy @ San Diego|3|Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation, Social & Emotional Learning Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. For students, more opportunities to interact in CC sessions. Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents, families, students, and staff provide feedback and direction to the school through a variety of opportunities, including: SEL Survey, SEL Committee, LCAP Meetings, School Climate Survey, Parent Connections, including coffee chats, parent trainings, open house, meet and greets, orientations, etc., ASB, Focus Groups, Absenteeism Survey, Student and Teacher Pulse Checks Two-way communication between parents/families and school, include: ParentSquare, K12 Learning Coach App, Email, Enduring Connection Calls, Student Conferences, Student Support Sessions, Sharing of Student’s Individualized Learning Plans (ILP), Student Support Team (SST) Meetings, Individual Educational Program (IEP) Meetings, English Language Development (ELD) Program Meetings.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-07||2021 37684110000000|Sweetwater Union High|3|One direct action based on parent input was the increased allocation for academic tutors. Many families expressed the need to get additional support and we were more than eager to increase funds toward that aim. With the return to in-person learning in the Fall of 2021, we have focused our resources of time and people to enhance our welcoming and supportive learning environments for students and staff. We have also responded to the social upheaval of the past year by fostering the development of affinity groups throughout Sweetwater schools. Furthermore, we have several prominent district committees such as the Filipino Advisory Committee and the African American Advisory Committee, both of which provide perspective and elicit questions and concerns from their communities. And, in response to our Sweetwater school board’s resolution in support of Black Lives Matter, we have established Black Student Union clubs at each of our schools. We have also welcomed the participation of the National Association for the Advancement of Colored People (NAACP) on several sensitive student and staff issues which inform our decision making framework. In each of these examples, we have intentionally sought out and included the opinions and perspective of various student groups and community organizations to improve our service to each and every one of our Sweetwater students.|Briefly describe the LEA’s current strengths and progress in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. In that same LCAP survey, 65% of parents stated that, “My child’s school seeks parent input”. The same percent of parents stated that, “I feel welcome to participate in activities in my child’s school”. Parents indicated that they appreciate opportunities to learn about and participate in the school such as coffee with the Principal and Open House. They have specifically appreciated schools that provide opportunities for parents to visit classrooms during these meetings to experience first hand the life of the students. One benefit of the year of distance learning has been that parents and community members have become accustomed to virtual meetings and all schools have continued to provide that option in a hybrid model for both in person and video conferences so that parents can stay connected and informed in a variety of ways. Schools have also learned to utilize multiple channels of communication to reach parents where they are most accustomed to receive information. Because student placement is inconsistently applied through the IEP process and course scheduling protocols. that some students are not being placed in the least restrictive environment, therefore we have initiated the following action plan. Through the collaboration of our Special Education Department and Curriculum and Instruction, we are creating communication tools and processes to ensure that IEP teams know and utilize the criteria that have been established for placing students in the least restrictive environment and in courses that are appropriately rigorous. Finally, our Parent University continues to be a popular tool to provide training and support to all families on topics related to social, emotional, and academic success.|In order to inform the development of our current Local Control and Accountability Plan (LCAP), we surveyed students, staff, and parents/community members to get their feedback on school relationships, academic supports, communication, and parent involvement. In the area of relationships, one of the strongest findings was in response to the statement, “My child's school (My school) has adults that really care about students”. 72% of both parents and students agreed or strongly agreed with this statement. Also 75% of students responded that, “teachers go out of their way to help students”. A culture of caring and support for students is widespread, nevertheless with the return of in-person learning, Sweetwater staff have been provided professional development opportunities to enhance social emotional supports and culturally responsive approaches to teaching. We understand that the pandemic and subsequent lockdown orders have exacerbated existing inequities and we are committed to equipping staff with the mindset and skill set to serve each Sweetwater student.|4|4|4|4|4|4|4|3|4|4|4|4|2021-10-25||2021 37684110126086|Hawking S.T.E.A.M. Charter|3|Hawking STEAM Charter School is committed to parent and family engagement and input. As well as ongoing communication on a weekly basis through School Messenger, Morning Announcements, Social Media Platforms, and teacher communication with parents and students, our teachers meet with parents frequently during teacher office hours. Hawking STEAM Charter School uses various methods for seeking parent input, such as Parent Advisory Committee, English Language Advisory Committee, Coffee with the Principal, and parent/guardian surveys. Hawking STEAM Charter Schools continues to work on participation and providing relevant topics to increase parent engagement.|Hawking STEAM Charter Schools view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership to ensure student academic and individual success. Regular professional development and data analysis results are provided to support teachers and staff in developing and maintaining trusting and respectful relationships. For example, 3rd -8th-grade teachers receive training in CAASPP and all teachers in NWEA Map results where information is provided to better understand each assessment and discuss best practices to inform instruction for classroom teachers. One area that Hawking STEAM Charter Schools has worked on is to use a systematic approach in utilizing the reports and in making the resources and supplemental instructional materials readily available and conducting conversations that are more parent-friendly to support parent understanding of assessment results. Hawking STEAM Charter School teachers also participated in a week-long Professional Development, particularly to support classroom setup, instruction, and providing families with information and resources to support student learning in their homes. Parents appreciate Google Classroom for grades 2-8 and Seesaw for TK-1, our single sign-on solution where students can access their virtual educational classroom platform. Through these online platforms, teachers provide daily/weekly information about what students are learning and about assignments and grades. Parents and students were also provided a Parent Informational page that provided tutorial videos and information on how to access all online platforms utilized in a virtual setting.|Hawking STEAM Charter Schools is committed to providing a positive, safe, and welcoming environment and school culture where all students are able to succeed and thrive. At the beginning of the school year, Hawking teachers met with each students’ family to conduct a virtual home visit in order to build relationships and to meet the unique needs and understand the background of each student individually. To build strong relationships, Hawking STEAM Charter Schools communicates regularly with parents/guardians, students, and other stakeholders through meetings such as Coffee with the Principal, Parent Advisory Committee, ELAC Meetings, and parent forums. Also by frequent phone calls and emails via school messenger, Parent Informational page, school website, and Social Media. Hawking STEAM Charter Schools also utilizes a translator when needed for phone calls, school resources, SST, IEP, SLCs, PAC, ELAC, or 504 meetings. These methods provide the opportunity for families to ask questions, share concerns, and provide input on a regular basis to inform the LCAP and the development of school programs. Additionally, Hawking STEAM Charter Schools has completed several electronic input surveys. Through Coffee with the Principal Meetings, parents were informative in providing feedback and information on the transition between elementary and middle school. Also, the discussion on how to meet the social-emotional needs of students throughout this time was very informative, engaging, and well-received. Although resources were provided on the school website and parent informational parent, parents appreciated dialogue amongst one another to support one another.|3|4|3|4|2|3|4|3|3|3|3|2|2021-06-24||2021 37684113731304|MAAC Community Charter|3|Currently, we seek input from students and families through engagement phone calls, healthy schools surveys, parent conferences, and meetings. During the pandemic as School Site Council Meetings were paused, we formed a Parent Advisory Committee (PAC) to seek input and participation by parents and guardians. Meetings were held around the topics of transitioning from Distance Learning to In-person and Hybrid learning, graduation, and input on the development of the LCAP. Our focus in the coming year around seeking input for decision making is to increase awareness and communication regarding ways families can provide input, to provide training and education to parents around how they can participate and provide leadership through the PAC, and provide translations for our smaller subgroup of families who speak Filipino.|MAAC currently engages our staff in conversations and discussions regarding what, how often, and how to communicate with families over the course of the school year. This includes sharing progress updates, awards, achievements, and concerns. The school holds five orientations for parents throughout the year. One each quarter and during the summer session. These orientations walk families through how to support students in the classroom and through distance learning and provide access to student grades and communication with teachers through Google Classroom. To support families with helping their child at home, the school makes weekly engagement calls to the family, especially those who are struggling, to connect them with resources such as our job readiness program, emergency rent, and utilities program, mental health services, computers, and Wi-Fi hotspots. Teachers communicate progress with students on a weekly basis and the school distributes progress reports every three weeks. Teachers communicate regularly with students and families through google classroom. Benchmark assessment results are printed, and hard copies are sent home and parents receive copies of any State testing results. Every student who enrolls at MAAC goes through a process to inform them of their legal rights and how to advocate for themselves in school.|During the COVID Crisis MAAC was challenged to find new ways to build relationships with our families, Prior to Covid we built relationships mostly in-person as families brought students in for enrollment, attended orientation, and attended school events such as family potlucks, and award ceremonies. Personal relationship building also happened at open houses and Cafecito with the Director, or just checking in and chatting at the front desk. During COVID we switched to building partnerships and relationships with parents through the virtual world with Zoom Eagle Warrior (award) Assemblies, where 100’s of students were recognized throughout the year, family conferences, and virtual family meetings. Our Graduation ceremony was streamed live on Facebook. This allowed students and families to connect to positive incentives, provide input, learn about ever-changing safety protocols and health updates, and provide connections between families and staff. We also contracted translation services to help teachers with translation during virtual meetings with parents. Lastly, we used Google Hangouts for instant messaging with families. What we found was that for some families, the virtual world proved a better way to build partnerships with their child’s school. Family members, such as disabled or working parents who previously had been underrepresented at school, could attend an award ceremony very easily from their home or worksite. The school was able to build partnerships with families that we could not reach previously. We could instant message a family in a convenient format they could respond to immediately or when they had the opportunity. As we move back to in-person learning our focus will be on integrating these different relationship-building strategies and tools to continue to engage our families and especially our underrepresented families. Tool’s such as Facebook, Zoom, and Google Classroom will continue to be integrated into the activities of the school with the goal of increasing options for building family participation and partnerships in the school. More awareness will be created around the translation services available to teachers and families to facilitate increased options for communication.|4|4|4|4|3|4|4|4|4|4|4|4|2021-06-17||2021 37684370000000|Vallecitos Elementary|3|Outreach for family engagement has improved through weekly messages, school flyers, Class Dojo, school website, ARC Community Newsletter, and the school marquee. Parents are encouraged to participate in PTO events, as well as committees such as ELAC/DELAC and School Site Council. Student achievement is communicated through ongoing parent meetings, including Coffee with the Principal, Open House, Parent Conferences, and Back to School Night. One focus area for improvement is seeking a variety of ways for parents to provide input, including online surveys, phone calls, Zoom meetings and in person parent meetings.|Partnering with a variety of agencies, such as Migrant Education and Mini Corps will help support the engagement of underrepresented families. Bilingual staff will provide outreach to families to make them feel welcome and increase engagement.|Outreach for family engagement has improved through weekly messages, school flyers, Class Dojo, school website, ARC Community Newsletter, and the school marquee. Parents are encouraged to participate in PTO events, as well as committees such as ELAC/DELAC and School Site Council. Student achievement is communicated through ongoing parent meetings, including Coffee with the Principal, Open House, Parent Conferences, and Back to School Night. One focus area for improvement is increasing parent participation in workshops offered by the school site. A full time social worker position was developed to strengthen parent relationships and provide resources to families in need.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-25||2021 37684520000000|Vista Unified|3|Vista Unified prides itself as not only an educational leader but also as an educational partner with family and community. From Shared Governance Committees (SGC) at the site level, to annual community forums at the district level, Vista Unified seeks and engages with the community in decision-making. Vista Unified schools have used SGCs as sites determine critical issues such as allocation of resources and enhancing community engagement. Vista Unified supports a multitude of parent groups such as DELAC, ELAC and others. Community forums and committees help guide the district in establishing policy around magnet schools, but also request input on the district’s Local Control Accountability Plan (LCAP). Business as usual for Vista Unified is decision-making with its family and community partners. By incorporating the learning, experiences, and enthusiasm of community, family, district staff, and students, Vista Unified is ready to meet the challenges of providing each student with a 21st Century education.|Vista Unified continues to strive towards building strong relationships with parents and community through community forums, committees, and workshops. In addition to the FACE network, Vista Unified has embarked on P-3 Initiative (Prenatal through 3rd grade). This initiative not only incorporates community organizations to support parents in the earliest stages of life it also created the Jump Start program to accelerate student growth as they begin Kindergarten. Vista Unified has always engaged the parents and community in a multitude of community outreach programs and it continues to provide professional development to increase capacity at school sites to support school-family partnerships. Our special education department leads our district in providing parent workshops and training to support parent advocacy. These examples are but a few of the instances of initiatives that were in place before the pandemic and are beginning to be revived as we return to some level of normalcy.|Vista Unified has developed, implemented, and supported a Family And Community Engagement (FACE) network for several years. The FACE network not only works to support parent and community engagement at school sites, but also hosts extremely successful community events. It hosts a Dia de los Muertos event in the fall and a school and community fair in the spring. Vista Unified continues to support the FACE network and in the 2021-2022 school year increased staffing to provide even greater support to parents and community. Both through anecdotal evidence, gathered at sites and community events, as well as parent survey results, the FACE network is indeed encouraging and supporting parent engagement in Vista Unified.|5|5|5|5|3|5|3|3|5|5|5|5|2021-06-24||2021 37684520124917|Guajome Learning Center|3|GLC is a small school with a variety of levels of engagement from families. As we continue to build relationships with our families, in Spring of 2021 we administered a survey of interest for guardians. This survey also focused on areas of support that families would like to see to help their students in this unique learning environment. From these results, we will be offering a greater range of parent interest driven activities to help build a more robust guardian stakeholder community.|Communication is key to the success of any relationship. GLC provides a variety of ways to communicate with families regarding their students’ progress in coursework, additional extracurricular opportunities and parent education nights. To help improve communication with our families, Parent Square (an online communication application) has been employed to deliver pertinent information to the school. Staff regularly communicates with students and families through APEX messaging, email, phone calls, Zoom/Google Meet virtual platforms, and face to face meetings. A meeting, to review a variety of interventions offered at GLC, is held when a student is struggling to ensure that they get all of the support they need to improve student outcomes. As measured by our family survey families generally feel that they can communicate with their teacher as needed. We are focused on the area of providing education to families to support their independent learner at home. We will continue to build a collection of opportunities for families to access information in a variety of ways.|Communication is key to the success of any relationship. GLC provides a variety of ways to communicate with families regarding their students’ progress in coursework, additional extracurricular opportunities and parent education nights. To help improve communication with our families, Parent Square (an online communication application) has been employed to deliver pertinent information to the school. Staff regularly communicates with students and families through APEX messaging, email, phone calls, Zoom/Google Meet virtual platforms, and face to face meetings. A meeting, to review a variety of interventions offered at GLC, is held when a student is struggling to ensure that they get all of the support they need to improve student outcomes. As measured by our family survey families generally feel that they can communicate with their teacher as needed. We are focused on the area of providing education to families to support their independent learner at home. We will continue to build a collection of opportunities for families to access information in a variety of ways.|4|4|3|4|3|4|4|4|2|3|3|3|2021-06-24||2021 37684523730942|Guajome Park Academy Charter|3|Parents are a key stakeholder group within GPA, and their involvement within the organization is highly encouraged. Parent’s feedback is key and sought after in analysis of the climate and culture of the school through parent surveys, as well as through LCAP surveys to create a voice in the direction of the organization. In addition, the makeup of our Governing Board specifically includes Parent Representatives in establishing parent voice in the decision making of the organization. Parents have the opportunity to be a part of the Friends of Frogs, the PTA-like group of Guajome Schools. Parents of elementary students are encouraged to join the Friends of Tadpoles, a support organization tailored towards the elementary program. Our School Site Council has been established for the purpose of ensuring GPA is meeting the needs of all populations, including under-represented students, by looking at assessment data and developing a plan to address the needs/gaps identified by the data. ?They review the budget and programs provided to students. After implementation, they look at student achievement to determine if the programs are effective. They also develop ideas for future programs that could better benefit the student populations who are underachieving. Our Community Advisory Committee also has provided parent education opportunities that focus on student and family wellness. In addition, GPA has an established ELAC committee. ELAC responsibilities include: advising administration and school staff on the programs and services provided to English Learners, advising SSC on the development of the school plan, assist the organization's needs assessment, assisting with the school's annual language census, and assisting the school's effort to make parents aware of the importance of regular school attendance. The Guajome Schools Foundation serves as a parent and community organization designed to coordinate fundraising and volunteer efforts to further the school’s vision and purpose. The Foundation is governed by a volunteer Board of GPA parents and community members. All GPA parents are encouraged to attend the monthly Foundation meetings.|Parents are offered classes through our Parent University. Our Parent university includes multiple offerings for parents. Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we offer Computer Classes every Monday in October. Parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.|Guajome Schools has made dramatic progress in the promotion of parental participation in school programs. Parents are now notified of upcoming events via email, weekly newsletter, automated calls, flyers, website, social media (facebook, twitter, instagram), and the school marquee. All notifications are available in English and Spanish. Parents are also invited to attend monthly Coffee Talks on campus where we present and discuss different topics to help support families and students. Topics for the 1st semester include: How to have a successful school year, Navigating the Guajome Website, Healthy eating, Tips to help students improve academically, Keeping kids busy over winter break. Beginning September 2018, parents will be able to view Coffee Talk on Facebook Live Guajome Park Academy has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this Center is to provide information for parents about upcoming parent events, as well as provides academic, safety, community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families.|4|5|4|5|3|5|5|5|4|4|5|5|2021-06-24||2021 37735510000000|Carlsbad Unified|3|CUSD needs to continue to seek out ways to expand our DELAC and ELAC representation. We have expanded Parent University Nights to include translation services at all of our events and are making expanded efforts at each school site to include ways to engage underrepresented families. This includes additional surveys to garner ways to include more ways to outreach and communicate as well as gather input.|CUSD needs to continue to seek out ways to expand our DELAC and ELAC representation. We have expanded Parent University Nights to include translation services at all of our events and are making expanded efforts at each school site to include ways to engage underrepresented families. This includes additional surveys to garner ways to include more ways to outreach and communicate as well as gather input.|CUSD needs to continue to seek out ways to expand our DELAC and ELAC representation. We have expanded Parent University Nights to include translation services at all of our events and are making expanded efforts at each school site to include ways to engage underrepresented families. This includes additional surveys to garner ways to include more ways to outreach and communicate as well as gather input.|4|4|4|4|4|4|4|4|4|4|5|4|2021-06-23||2021 37735690000000|Oceanside Unified|3|Strengths: There are many committees across the district which seek family feedback for decision making. These include: District Parent Advisory Committee (DPAC); District English Learner Advisory Committee (DELAC); Special Education TASK Group (new); Preschool Parent Advisory Committee; Migrant Parent Advisory Committee (PAC); CTE Advisory Board; Wellness Committee; LCAP Committee; School Site Councils. Included parent/community representation and input on the Elementary Report Card Committee who developed new report cards implemented in the the 2020-2021 school year Area of Growth: There is a need to continue building capacity in our school staff. Oceanside Unified School District needs to continue improving our family engagement for our underrepresented families.|Strengths: Contacting families of students who were not present for learning Ensuring all students had access to computers and wifi for distance learning Providing staff to support families and foster the school home relationship including: Bilingual office assistants at all sites; School Community Advisor at all sites; Access to Counselors at every school Increased Assistant Principal staffing at elementary sites Family Engagement Teacher on Special Assignment to coordinate events and share information with the community; Community Relations Liaison. Translation and interpretation offered at stakeholder meetings. Learning opportunities offered to our families. Launched a revised report card for elementary students, which better informs families and caregivers on academic progress. Areas of growth: There is a need to further build the staff capacity in relationship building. Parent participation remains low at many school events, especially among our underrepresented families. Oceanside is continuing work with Cultural Proficiency to facilitate better connection to families of diverse backgrounds.|Strengths: There are multiple opportunities throughout the year for staff and families to work together, both at the site and district level. Interpretations were provided for Spanish speaking families at all district opportunities. Due to COVID-19 all engagement activities were held virtually. These include: Virtual Parent Academies: Multiple sessions offered throughout the year on various topics. Each session was recorded and posted on the district website for families unable to attend in person. Mano a Mano parenting workshops (presented in Spanish w/ English interpretation available) Monthly newsletters for elementary, middle school, and high school families, focused on age appropriate topics. Available in both English and Spanish Community Outreach; Parent/Teacher conferences at Elementary Schools; Back to School Nights; Open House; Opportunities to connect with school staff over video chat. Areas of growth: There has been an effort to help families advocate for their legal rights although in some areas there is a further need to build efficacy in families. Sometimes it is difficult for the teachers to have translations and interpretations available during parent conferences.|2|3|2|4|2|4|3|3|2|3|3|3|2021-10-12||2021 37735690136267|Coastal Academy Charter|3|Coastal Academy Charter School measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2020-2021 school year, the following questions were asked on the annual survey. Additionally parents were asked multiple times for feedback on programming preferences as the school transitioned from in person to hybrid and back to in person based on what was allowed for schools at the time. Please rate your overall satisfaction with The Classical Academies. For 20-21 school year parents gave us an overall satisfaction rating of 89%. Please rate your overall satisfaction with Distance Learning. For the 20-21 school year parents gave us an overall satisfaction rating of 69%. Please rate your overall satisfaction with the instructional support you and/or your student has received. For the 20-21 school year parents gave us an overall satisfaction rating of 85%. What are some positive aspects and/or challenges with the curriculum, tools, and resources that you would like us to know? Parent feedback was wide ranging but focused on the following topics: frequent teacher support was very beneficial, consistent schedules as programming transitioned from one type to another was helpful, students having access to all their materials at home either physically or through the LMS, Zoom teaching was beneficial for many students when they couldn’t be on campus, daily lesson plans for parents as they guided schoolwork a home, full distance learning was challenging, as well as learning so many new online tools.|As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At Coastal Academy Charter School, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment. When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.|Coastal Academy Charter School measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2020-2021 school year, the following questions were asked on the annual survey. Additionally parents were asked multiple times for feedback on programming preferences as the school transitioned from in person to hybrid and back to in person based on what was allowed for schools at the time. Please rate your overall satisfaction with The Classical Academies. For 20-21 school year parents gave us an overall satisfaction rating of 89%. Please rate your overall satisfaction with Distance Learning. For the 20-21 school year parents gave us an overall satisfaction rating of 69%. Please rate your overall satisfaction with the instructional support you and/or your student has received. For the 20-21 school year parents gave us an overall satisfaction rating of 85%.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-14||2021 37735693731221|Pacific View Charter|3|Parent input is sought in a variety of ways. Parents are encouraged to serve as school board members, bi-annual surveys for families are conducted and a variety of social activities are offered to encourage family participation including: Winter festival, Back to School Night and Open House. Parents have also been essential in helping to get the school club sports teams operational. In the spring 2021 survey, parents requested more information on college and financial aid applications and to bring back the college field trips, these items are addressed in Goal 1 of the 2021-2024 LCAP. Although parents have many avenues for input in school activities, the school has struggled to create and maintain parent committees in the past. One of the goals for the next school year is to encourage more committee representation including the expansion of an EL parent committee to support English Language Learners and to increase the number of parent volunteers on campus if and when Covid restrictions are lifted.|The personalized learning model at Pacific View requires that teachers meet weekly or biweekly with parents and students to track progress, review grades and conduct assessments. Families are supported in aiding their childs’ progress through courses during these meetings and this is also an opportunity for families to voice suggestions and concerns with the program. Parents are also encouraged to review student grades and assignments in real time through their parent accounts in the school’s learning management system, Schoology. Families are supported in the knowing of their legal rights through the IEP and 504 processes. Further, all families are informed of their due process rights at enrollment. In addition, the school has a robust set of interventions when students struggle, including an SST process that requires meetings between administration, teachers, parents and students to help students get back on track. The school is also open for any and all students who choose to enroll and no family is discouraged from enrollment or turned away. A focus for improvement in building partnerships with parents is the need for additional training for teachers to engage Spanish speaking families in weekly meetings using the school’s translation services. The school is also working on creating a designated ELD course to provide additional language support to students. Both of these items are addressed in 2021-2024 LCAP.|Relationship building is a key to success at Pacific View Charter School. The weekly meetings between student, parent and teacher provide a designated time for families to engage with the school directly and build a strong partnership to ensure student progress through the curriculum. Each year, survey results indicate that parents of PVCS students continue to be satisfied with the education that their child is receiving. 93% of parents rated themselves as satisfied and very satisfied with the school in general and 95% rated their child’s experience with their Supervisory Teacher as Good or Great. 93% believe that their students are receiving appropriate instructional support at PVCS and 93% of families believe that PVCS is preparing their students for life beyond high school. An area of focus for the school would be the engagement of Spanish speaking families and the school has targeted actions in the current LCAP to address this including increasing translation services, hiring of an ELL Support Teacher and the development of an EL parent committee.|5|5|4|4|4|4|5|4|4|3|4|4|2021-06-22||2021 37737910000000|San Marcos Unified|3|Our district and school sites provide a variety of opportunities for family and stakeholder engagement and involvement in advisory groups with decision-making responsibilities. Such advisory groups include the district Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and the Community Advisory Committee for families with students with special needs. In addition, each of our school sites has a School Site Council (SSC) and an English Language Advisory Committee for those campuses with 21 or more English learners. These committees and advisory groups meet regularly to provide our district and school personnel with feedback regarding district goals, services, and support offerings. Moreover, site SSCs and ELACs provide meaningful feedback on the development of the School Plan for Student Achievement at each site. Based upon our LCAP survey, 58% of parent respondents indicated they are not involved in decision-making processes at their children’s schools, and 64% stated they are not involved in decision-making at the district level. Additionally, 39% of our parents indicated they do not receive sufficient communication regarding their child’s progress. To improve in this area, parent engagement, outreach, and communication strategies have been embedded throughout our district LCAP. This includes things such as the addition of a Public Information Offer to ensure our parents are informed of school and district events, programs, services, and ways in which to get involved in decision making and advisory. Moreover, the district continues to provide community training coordinated by our district Parent Liaison to focus on providing support for all parents, and in particular, our underrepresented families. Also, SMUSD continues to host parent conferences in the fall at all of our elementary schools to ensure families are informed of student progress, available supports, and to set goals. Finally, SMUSD continues to utilize weekly early release days at the elementary and middle schools, and late start days at the high school to meet with parents regarding school progress.|The San Marcos Unified School District works diligently to partner our school administrators and teachers to improve their capacity to partner with families and stakeholders. All parents, teachers, and other certificated staff and administrators are encouraged to provide feedback through comprehensive needs surveys, as well as focus groups, and school and district advisory committees. From this feedback the district is able to identify goals and priorities for our District LCAP, which in turn assists our principals in developing their School Plans for Student Achievement (SPSA). Moreover, all comments and questions from our stakeholders are compiled in an online document that is posted on the district website for public viewing. Regarding our underrepresented families, our stakeholder surveys show English Learner (30%), Foster Youth guardians (44%), and 37% of parents of students with special needs indicated they are not provided with enough resources to support their students. From this feedback, our district has created two goals in this area: 1) Providing safe, welcoming, and inclusive school climates for all students and their families to enhance connectedness and engagement, and 2) Facilitating parent and family engagement through enhanced community involvement opportunities, increased, two-way communication, and meaningful partnerships with local organizations and stakeholders to support student learning and build connections within and across all district schools. To ensure that our students and families feel engaged and welcomed on campus, SMUSD has designated resources for training on positive behavior intervention systems (PBIS), Gender Identify Support, trauma-informed care, and bullying prevention. Additionally, our district provides stakeholder training such as Parent Institute or Quality Engagement (PIQE) for Spanish speakers, the “Triple P” parent workshop, Mano-A-Mano virtual workshops for Spanish speakers, and drug and vaping cessations. These programs are open to all of the SMUSD community, however, priority is given to schools with higher percentages of students receiving free or reduced lunch.|San Marcos Unified School District values strong, collaborative partnerships with our families. Targeted workshops have been offered across the District to support our parents and further strengthen our relationship with them. Parent and family engagement activities have been developed and are implemented throughout the year in response to parent needs and recommendations and areas of growth identified by survey results and Dashboard data. In March of 2021, a parent survey was conducted by Hanover Research with 1,367 parents polled. In the survey, a majority of the parents agreed that students care about school (84.59%), like going to school (77.37%), and want to do well in school (94%). Also, 82.45% of surveyed parents believe that their schools want kids to succeed. Additionally, a majority of respondents felt that teachers and staff encourage students on a regular basis (76.4%), listen to students (76%), nurture creativity (69%), encourage creativity (77%), and encourage collaboration (76%). Survey results also indicated that parents agreed that SMUSD creates a welcoming environment for families, as evident by 81% indicating that schools are clean and maintain physical resources and provide up-to-date technology. With regarding to underrepresented families, parents of English Learner students indicated the belief that their children's school provides English Learner students with enough academic support (74.4%), social-emotional support (69.2%), personal attention (72.4%), encouragement (82.4%), and learning materials and resources (80%). Parents of students receiving special education support also indicated agreement that their students receive enough personal attention (79%), encouragement (84%), and learning materials/technology (78%). Foster Youth guardians indicated agreement in the areas of schools providing sufficient services in the areas of student encouragement (80%), social -emotional support (70%), personal attention (72%), and learning materials and technology (74%).|4|4|3|4|4|4|4|4|4|4|4|3|2021-06-15||2021 37737910138222|Pivot Charter School - San Diego II|3|Pivot Charter School staff build strong relationships with families and communication at Pivot Charter School is unique (i.e. unlike other, more traditional school settings). Families and students often go directly to their designated Educational Coordinator (credentialed teacher) when they have concerns, questions, suggestions, etc. They also have access to their Site Administrators when they wish to engage in school decision-making. Families also can request to meet with the Executive Director and are encouraged to attend Pivot board meetings. Parent and student surveys are employed every Spring and shared with families directly from the school and additionally from each student’s Educational Coordinator. Pivot utilizes ParentSquare to build the school community throughout the school year. Improving engagement of underrepresented families starts with building relationships but taking it further will take a focused effort. The first step of that is identifying the underrepresented families and targeting them for engagement and feedback. The school closures due to COVID resulted in more communication and engagement happening in a virtual environment, through emails and phone calls instead of in person. This has made it more challenging to improve the different types of opportunities for community engagement. We hope that as schools continue to fully reopen, we can increase the opportunities for families to collaborate with school staff.|Pivot Charter School educators utilize a multitude of methods to engage families and students with discussing student progress and ways to work together to support improved student outcomes. In addition to discussing the results of initial assessments regarding the academic gaps of student knowledge, educators utilize Pivot’s MTSS infrastructure to bring everyone together. Supplemental curricula (e.g. i-Ready, Exact Path, and Lexia) is provided to students and families to use not only at school, but at home. Additional resources and tools to support students in using the online curricula are continuing to be researched and supplied to families. Pivot administrators attend training and professional development regarding building these partnerships. They then work with their on-site staff and bring with them what they have learned. Specific examples include trauma-informed care training and other professional development. Pivot employs many staff members with knowledge of specific rights and policies for those underrepresented families, like Pivot’s liaison for foster and homeless children and youths who can use that expertise to focus on ways to improve the engagement of underrepresented families when building partnerships for student outcomes. Additionally, Pivot Charter School is working with a Diversity, Equity, and Inclusion (DEI) consultant to identify areas for Pivot to improve and grow in this area.|Pivot Charter School prides itself on its consistent and thorough communication with students and their families. Each student has an Educational Coordinator (credentialed teacher of record) dedicated to supporting not only their students, but their parents as well. The goal of all Pivot staff is to build relationships with families so that we can work together to best support students. Pivot Charter School is continuing to find ways to provide and improve two-way communication between families and educators when the educator does not speak the native language of the student and/or their family. While Pivot does employ Spanish-seeking educators to work directly with EL students and their families, it is a goal to hire more. Pivot also utilizes professional translation services for documents and important meetings when a staff member is not available to speak in a family’s native language. There is also an increased campaign to translate more Pivot documents into languages other than English. Additionally, Pivot Charter School is working with a Diversity, Equity, and Inclusion (DEI) consultant to identify areas for Pivot to improve and grow in this area. It is a robust process of conducting a culture survey, development of long term goals as they relate to DEI, and a plan to implement professional development changes to ensure that we are engaging all populations at Pivot and supporting all students in a manner that makes them feel comfortable and in which they can be academically successful.|5|4|4|4|3|4|5|4|3|2|3|2|2021-06-04||2021 37754160000000|Warner Unified|3|We have really built up our Native American parent involvement through our Indian Advisory Committee. Our Native liaison and Native Pride has really helped to include our Native American parents in our school.|We recently hired a social worker to reach out to families and improve family engagement. Our Native Liaison also works on generating parent engagement.|Input for the LCAP and Local Indicators are provided by diverse stakeholders in our self-reflection process. We hold town hall meetings for input and conduct surveys for parents, students, and staff. We include all families in our surveys. Even though the majority of our parents reported that we were doing a good job in communicating and engaging our families, there were some families that did not agree with this state. Therefore we will be focusing on this in the coming year.|3|4|4|3|3|4|4|4|3|4|4|3|2021-08-10||2021 37754160132472|California Pacific Charter - San Diego|3|Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meaningful input on decision making, policies and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, ASB meetings, WASC focus groups, and other methods of 2-way communication with the school. Focus Area In the 20-21 school year, CPCS launched an ELAC (English Learner Advisory Committee) to support English Learners and their parents. Although the school didn't have the number of English Learners enrolled to require the establishment of an ELAC, the school continued to offer translated parent advisory committee meetings to support this student population. In the 21-22 school year, CPCS would like to focus on the support and development of our English Learners and the full implementation of a parent advisory committee to improve the engagement of underrepresented families.|Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strengths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their child in successfully engaging in school and reaching success. In data collected from stakeholder surveys, 81.3% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 95.5% of students responded that they agree that their teacher is available to help them and support them with their school work. 95.5% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 90.9% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.7% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to understand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the uniform complaint form available to school stakeholders. Focus Area CPCS plans to launch a Parent University program in the 21-22 school year. Parent University will be used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS also plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population in engaged in school and has every opportunity to be successful.|"Strengths CPCS has successfully engaged in pupil and family outreach. In data collected from stakeholder surveys, 95.1% of parents agree that they engage in two way communication with the school. Of those parents who contributed that response, 91.8% responded noting that they use phone, email, text or other messaging. Parents agree that the school communicates community resources that are available to their family via the school's website, email, phone/text, Parent Square messaging, and IEP meetings. 91.8% of parents responded that when working with their child's homeroom teacher, school staff, and administrations, they feel that their input is valued and respected. 95.1% of parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and in their child's education. 91.8% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. One parent commented, "" The weekly check-ins with [my child's teacher] are invaluable! She is always positive and up building. My daughter is at ease with her because she can sense that her teacher really cares about her success. Whether it be offering tutoring, finding resources or just putting things in perspective, her teacher always has her back."" 95% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students agree that their teacher helps them to set goals to be successful in school. 97.7% of students stated that their teacher cares about their education and helps them to succeed. 90.9% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.7% of students stated that overall, they are satisfied with their school. Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language."|5|4|4|5|4|3|5|4|4|4|4|4|2021-08-10||2021 37754160138651|San Diego Mission Academy|3|This is an area of focus for improvement as we move forward into a new school year. We are already brainstorming ideas and planning some activities to engage parents and families so that we can better involve them in the decision-making process and get their ideas for family involvement. In our second year, we made a point to increase opportunities for families to have more input/suggestions for our school. Though attendance is not where we would like, the number of parents participating in meetings has increased and therefore so has the amount of input. We will continue to brainstorm new ways to engage the school community and provide more opportunities for their input. We need to continue research, education, and collaboration for staff and leadership in how to best involve families in advisory groups and with decision-making in an online environment. We will continue to brainstorm at leadership meetings and through family engagement like surveys, monthly calls, e-mail updates, and meetups for families.|We are continuing the work of partnering with families, and clearly recognize its importance. Our team is working collaboratively, led by the community liaison, counselor, and admin team to find relevant, helpful, and easy-to-access resources that are local to our families. We will continue to provide training for our SDMA team and work with community partnerships and resources to provide what our families need to be successful and advocate for themselves/their child. Our community liaison and school counselor have been developing a website with local and state resources, in addition to building community partnerships for collaboration and student success. They regularly provide this information to individual families upon intervention or by request. Our community liaison and special education teachers are collaborating to educate staff and families about technology that helps parents advocate for children with IEPs and 504s.We have hired a Special Education Program Specialist and we will continue sharing information about advocacy in our monthly parent calls. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent stated, ““Advisor has been in touch with my student via email, text and calls.” Another parent shared, “We have never had this level of information or attention from a school before.” The school meets with parents/guardians at the beginning of the year and quarterly to plan out their student’s courses and discuss progress. Regular check-in occurs weekly, if not daily.|The foundation of SDMA is building relationships. As an online school, we rely on those relationships to help guide students to success. The support of parents and family members is critical. We will continue to monitor, evaluate, and provide support for staff to increase capacity for building positive relationships with the community. We have two Spanish bilingual speakers, and all staff are able to phone, text, email, and do virtual collaboration with students and parents. Staff use Google Translate to text with parents who speak other languages. Staff provide wrap around services and drop in support with face to face meetings for social/emotional and academic support. We do a monthly call for all families that highlights school news, student recognitions, and community resources. We will provide a recording or transcript of this call in Spanish, and look at data to see what other languages are spoken at home to translate into other languages as needed. Teachers are expected to get to know students and build relationships in a way that would support learning about each family’s strengths, cultures, languages, and goals. Teachers document and update goals in the student dashboard and document all communication with students and families in SIS. We will be looking at school demographic data additionally, to inform staff on student and family information that may be relevant to building relationships. Parent outreach has greatly improved at the school and participation numbers increased this year. 8 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were more than 213 parents attending orientation, conferences and awards last year. Parents shared that our school has built trust with students and parents. One parent shared, ““The conversations with the teachers demonstrate a commitment to the well-being of my child,” and another shared, ““Her teacher is always checking on her and we just absolutely love her!” The school survey showed that 93% of the parents agreed that communication was good with their teacher.|3|3|3|4|4|2|3|2|3|2|2|3|2021-06-14||2021 37754160139378|Sage Oak Charter School - South|3|The school currently has two advisory groups: School Site Council and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback survey throughout the year and hosts live and recorded trainings to see input from all stakeholders. Given our independent study model, teacher and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, STEM day, parent training days, and monthly professional learning committee (PLC) meetings. It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.|Our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, school site council and governing board meetings.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|5|5|5|5|5|5|5|5|5|5|5|5|2021-07-15||2021 37754160139386|Excel Academy Charter|3|EACS annually measures growth and progress by seeking input and feedback from stakeholders through annual surveys, teacher/student/parent meetings, board meetings, and through program participation in SSC, ELAC, and PAC meetings. EACS reports results and feedback to the staff, local governing board, and to all stakeholders. Since COVID-19 hindered teachers from meeting with students and parents in person, EACS ensured that communication remained a top priority and focused on strengthening collaboration, engagement, and participation of underrepresented families by providing meaningful virtual support, guidance, and resources. Through recurring Zoom sessions, ParentSquare (the school’s main platform to streamline communication), the EACS Handbook, monthly newsletters, staff and teacher-led webinars, phone calls, emails, and specific notifications on all social media platforms, family engagement remained strong and successful.|Parents/guardians are informed of their rights as well as student rights. The School-Parent Compact is updated yearly and included in the EACS Handbook and website. If a parent is a non-native English speaker and requests notifications and documentations in their home language and/or a translator, their request is granted and information is presented in their home language. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title I Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or the home language and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|EACS is committed to encouraging parental participation and involvement by providing flexible, personalized learning through a customized course of study that will educate, motivate, and instill a love of learning in each individual student. Parents are provided with training and learning opportunities, in addition to workshops on a variety of topics, for example, EL progress and the reclassification process, parent portal resources, webinars, curriculum menus, Parent Summit informational, Back to School events, and ToR parent training. Teachers and parents work closely to foster a positive relationship that maintains high expectations and promotes academic excellence for all students creating the next generation of leaders. Parents are informed of all communication tools that are available to provide them direct access to their teachers, staff, resources, and all school related meetings. All school related notifications, meeting agendas and minutes, approved policies, and community informationals and events are readily made available through ParentSquare and the EACS website and handbook. The LEA’s Title 1 Coordinator, Intervention Coordinator, and school counselors actively continue to reach out to homeless and foster youth, and students needing academic and social emotional support. Parents/guardians are informed well in advance and encouraged to attend all quarterly SSC, ELAC, and PAC meetings. The minutes, agendas, and recordings are posted on the EACS website. EACS is working to find ways to enhance and encourage more parent/guardian participation in SSC, ELAC, and PAC meetings. EACS is moving in the direction of providing parents/guardians and students opportunities to promote and shed light on multicultural awareness by focusing on heritage, customs, and traditions through discussions and presentations that will inspire greater attendance.|5|5|5|5|5|5|5|5|5|5|5|5|2021-08-19||2021 37754160139451|Pathways Academy Charter - Adult Education|3|In order to build capacity to more effectively engage and provide students and families opportunities for input in advisory groups and decision making, especially our underrepresented groups, PACSAE will be developing a Student/Parent WIOA Advisory Committee to help establish student engagement necessary to increasing course completion and student graduation rate.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning, for our minor students. To expand and enhance connectedness, our teachers partner with our minor families to guide and support the academic development and learning of students. Opportunities for students and families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|Our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. Although the vast majority of our students are 18+, for our minor students, we develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. The Intervention & Transition Coordinator will provide teacher and staff training in strategies for learning family's strengths and culture because, “learning style and behavioral tendency do exist, and [that] students from particular socialization and cultural experiences often possess approaches to knowledge which are highly functional in the indigenous home environment and can be capitalized upon to facilitate performance in academic settings” (New York State Regent's Report ms. in Claxton, 1990, p. 6).|5|5|4|5|4|5|5|4|3|3|3|3|2021-07-15||2021 37756140000000|Valley Center-Pauma Unified|3|VCPUSD accesses every opportunity to invite the community in two way communication, providing a voice from safety to academics to social emotional health. The input we gather provides direction for us as we evaluate our own successes and areas of improvement as we strengthen our plans for student engagement and success.|An area of strength in partnering with families is ensuring we have Spanish speaking personnel as part of all teams, ensuring our parents and students have access to the academic opportunities as all students have. In addition, we have been working with our Title VI community in identifying and strengthening our support for our American Indian families. VCPUSD also has partnership with Palomar Health, Americorp, and Native American Educational Centers to provide additional supports for our students, for both academic and socio-emotional health needs.|VCPUSD has been working closely with our American Indian community on areas like attendance and suspensions, identifying areas of improvement to engage our students. We are also working closely with our Migrant families in identifying their needs and resources to support the success of our students. We are actively recruiting and engaging our LatinX parents to serve on leadership positions like DELAC/ELAC and attend school events in support of their students.|4|4|4|4|4|5|4|5|4|5|4|4|2021-10-14||2021 37768510000000|Bonsall Unified|3|Strengths relate to continuing to develop a welcoming and collaborative environment with parents and community members. In addition to events and engagement activities hosted by each school site, this year Bonsall instituted “Fireside Chats” at each school site to provide more opportunity for engagement and feedback. Area of Improvement relates to development of each site's ELAC and the district DELAC committees to support English language learners.|Strengths relate to the willingness between our staff and our families to create partnerships in support of student learning. Each school ensures we hold evening events to educate parents on each teacher's and the school’s plan to improve learning for all students, in addition to programs and resources available for all families. Area of Improvement relates to further developing the collective capacity of teachers and staff to utilize best practices in soliciting and incorporating parent input.|Strengths relate to a strong commitment to two-way communication using a variety of communication methods. Bonsall is continuing to leverage what has been learned over the course of the past 18 months during the pandemic and distance learning to engage all stakeholders meaningfully and regularly. In addition to various methods of communication, Bonsall affords parents the opportunity to give input through school and district committees, along with parent input to the LCAP goals and actions. Areas of Improvement relate to seeking more input from families and community members and providing more support for our underrepresented groups. Bonsall will be hiring two community liaisons this year, one Spanish speaking and one culturally proficient and knowledgeable of our Native American population, in order to maximize outreach, engagement, and support for our families.|4|4|3|4|2|3|4|3|3|3|3|4|2021-09-08||2021 37770320134577|Audeo Charter II (SBE)|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2020-2021 the school received input from over 130 students and parents and used the results in the development of the 2021-2022 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 88% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and supports to families throughout the school year.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 90.6% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 98.8% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 98% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 95% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23||2021 37771560137323|Vista Springs Charter (SBE)|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. Families are involved in our WASC visits as well as in visits from our authorizer. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups, including DELAC, and to collaborate with leadership for decision-making. We will collaborate with our Equity, Diversity, and Inclusion Team to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture, which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and/or newsletters. Personalized learning goals for every student are established in partnership with their families, so students work on goals in the school and home setting. Programs have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook, and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers’ and leaders’ abilities to partner with families. The school recognizes the need to be more intentional about the specific things teachers should do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families, especially underrepresented families. We have many bright spots across the school, where leaders are doing this quite well, and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA, and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide, we are focused on professional development for staff that strengthens their abilities to support students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures, traditions, and rituals. Also, we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips, and clearly communicating these opportunities to families. We have an Equity, Diversity, and Inclusion Team in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students and families are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2021-06-10||2021 38684780101337|KIPP Bayview Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 82% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|4|3|3|3|4|3|3|3|3|2|2021-06-02||2021 38684780101352|KIPP San Francisco Bay Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 71% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|3|4|3|3|4|3|3|2|3|3|2021-06-02||2021 38684780101774|Five Keys Charter (SF Sheriff's)|3|Similar to the others areas, Five Keys needs to increase stakeholder engagement and feedback from minors and TAY students as well as from their families.|Building partnerships is a continued focus for Five Keys. As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families. COVID has taught us that we need to do a better job of utilizing multiple modalities for communication to ensure that all students are equitably getting all information.|Students and families regularly state that the staff’s focus on relationship building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families. Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages. Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.|4|4|4|3|4|3|3|3|4|3|3|4|2021-06-17||2021 38684780118133|Five Keys Adult School (SF Sheriff's)|3|Similar to the other areas, Five Keys needs to increase stakeholder engagement and feedback from minors and TAY students as well as from their families.|Building partnerships is a continued focus for Five Keys. As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families. COVID has taught us that we need to do a better job of utilizing multiple modalities for communication to ensure that all students are equitably getting all information.|Students and families regularly state that the staff’s focus on relationship building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families. Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages. Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.|4|4|4|3|4|3|3|3|4|3|3|4|2021-06-17||2021 38684780118141|Five Keys Independence HS (SF Sheriff's)|3|Similar to the other areas, Five Keys needs to increase stakeholder engagement and feedback from minors and TAY students as well as from their families.|Building partnerships is a continued focus for Five Keys. As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families. COVID has taught us that we need to do a better job of utilizing multiple modalities for communication to ensure that all students are equitably getting all information.|Students and families regularly state that the staff’s focus on relationship building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families. Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages. Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.|4|4|4|3|4|3|3|3|4|3|4|3|2021-06-17||2021 38684780123265|Gateway Middle|3|At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families in decision-making. We hold monthly Family Association meetings that are open to all; we have “Coffee Drop Ins” with our principals; we have parents on our Board of Trustees, and we survey families about school and student progress. Families serve on key advisory groups related to LCAP, hiring, school culture, and programmatic advancement.|This was an area of sustained focus, as ensuring the ongoing wellbeing and success of Gateway’s most vulnerable students during shelter-in-place was essential and challenging. At both Gateway High School and Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning. One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology. In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including immigration rights forums, political candidate forums, workshops for supporting mental health needs, workshop related to impact of technology on students, and meetings related directly to students’ academic progress.|At both Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong relationships with them. This took on increased significance and we implemented new strategies due to the closure of our campuses. In order to ensure that all families experience Gateway as welcoming and inclusive, we increased interpretation that was available at family events, as well as for materials that were sent home. We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students such as ongoing affinity groups for parents. In as heterogeneous of a school setting as ours, we felt that it was important to specifically set goals related to better engaging families of historically marginalized students.|4|4|4|5|4|4|5|4|4|4|4|4|2021-05-26||2021 38684780127530|KIPP San Francisco College Preparatory|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 74% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|3|3|3|3|3|3|3|4|2|2|2|2|2021-06-02||2021 38684783830437|Gateway High|3|At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families in decision-making. We hold monthly Family Association meetings that are open to all; we have “Coffee Drop Ins” with our principals; we have parents on our Board of Trustees, and we survey families about school and student progress. Families serve on key advisory groups related to LCAP, hiring, school culture, and programmatic advancement.|This was an area of sustained focus, as ensuring the ongoing wellbeing and success of Gateway’s most vulnerable students during shelter-in-place was essential and challenging. At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning. One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology. In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including immigration rights forums, political candidate forums, workshops for supporting mental health needs, workshop related to impact of technology on students, and meetings related directly to students’ academic progress.|At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong relationships with them. This took on increased significance and we implemented new strategies due to the closure of our campuses. In order to ensure that all families experience Gateway as welcoming and inclusive, we increased interpretation that was available at family events, as well as for materials that were sent home. We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students such as ongoing affinity groups for parents. In as heterogeneous of a school setting as ours, we felt that it was important to specifically set goals related to better engaging families of historically marginalized students.|4|4|4|5|4|4|5|4|4|4|4|4|2021-05-26||2021 38684786040935|Thomas Edison Charter Academy|3|Shared-decision-making has become an integral part of TECA’s systems. Quarterly parent meetings serve to inform parents of new developments from the district side of the school, student data, or other information of interest to families, and then to seek feedback on new decisions. In addition to these parent community sessions, parents participate in an active ELAC, SSC, African American Parent Advisory Committee, Principal Chat, and (when onsite) Parent Café, and have regular communication with the principal, superintendent, and parent liaison, who are all dedicated to the engagement and empowerment of TECA parents. Our Parent Cafés serve as a community resource, where our Parent Liaison provides information and resources on housing, food scarcity, diet and wellness, and immigration. The SSC and ELAC committees are fully implemented and have developed over the last year into decision-making units. Committee members fully embrace their leadership roles and analyze data trends to support budgetary decisions for the benefit of TECA students. The African American Parent Advisory Council (AAPAC) has become a thriving organization that continues to provide helpful feedback to the school as well as organize school- wide events to support our community’s development. While we are very proud of the opportunities provided for parent information, communication, and decision-making powers, as previously mentioned TECA would like to expand the reach of these meetings and advisory groups. Currently we have a very active body of participants, however this doesn’t always reflect our entire community’s thoughts and needs. This is where we would like to go next in our development of parent involvement.|As mentioned above, TECA staff participated in a cultural competency PD series to support their understanding of our diverse learners and to provide them with the tools needed to better meet their needs, as well as meet the needs of their families and understand how to best develop partnerships with them. Also as mentioned previously, parent- teacher partnerships really flourished over the pandemic with parents and teachers working together to support student learning. In addition, our texting system has been very successful in providing families with information on demand. Our Parent Liaison has developed great resources for families to support student learning at home and general local resources, however these have mostly been utilized by our Spanish-speaking families. We are focusing now on expanding the offerings available to parents, and how to support all our families in accessing these resources. A parent resource center is in development and will be a great place for parents from all backgrounds to work together, learn together, and support each other and the school. Teachers conference with families twice a year to share student progress and achievement, in addition to other school academic events where parents can see their child’s work and hear from their teacher and the student themselves about their projects.|TECA staff have developed the capacity to build relationships with our community and continue to make this a priority, and to sustain this engagement organization. Nearly all parents feel welcome at the school and believe it to be a safe place for their family as indicated by our most recent Community Survey. After reviewing survey data and considering observations from various community meetings TECA staff began delving into a cultural competency PD series to support their understanding of our diverse learners and to provide them with the tools needed to better meet their needs. Additionally, during the pandemic year teacher and families have developed stronger partnerships than ever, which allows for a much deeper look into understanding student home life. This will continue to be a focus this year and so that it can become a sustainable model for our staff to support all our students and their needs. TECA’s expanded communication through the Bright Arrow texting service that reaches more families has served our community well and increased our capacity to communicate quickly with families, especially during the pandemic school closures. The school ensures communications go home in organized weekly folders (when onsite) and regularly scheduled Bright Arrow blasts. to provide families time to plan and prepare for school events and celebrations. Finally, during the pandemic TECA instated a regular “Principal’s Chat” meeting as an opportunity to share important information with families and answer questions they may have. This was a very successful way to engage families and one example of a pandemic-bred activity that will continue beyond the period of distance learning.|5|4|4|4|4|5|5|4|5|5|4|3|2021-06-16||2021 38684786112601|Creative Arts Charter|3|According to our family survey, 70% of Creative Arts families agree or strongly agree that Creative Arts consistently asks for and includes their feedback in decision making. Below are some of the opportunities for input: Family Association (our version of a PTA) leadership roles Board membership Participation in multiple family surveys per year Participation at Directors Coffees each month Participation at Board Meetings each month LCAP public hearing participation Office hours provided by the Executive Director to discuss individual concerns During the 2020-21 school year, much of our efforts as it relates to recruitment of Board Members and FA leadership has been to diversify both organizational bodies and continue our work of ensuring we center the voices of our under represented families. In our most recent charter petition, Creative Arts was able to include enrollment preferences for families and guardians who live in San Francisco Public Housing. Our outreach efforts will require us to spend time doing outreach to housing developments during future years to continue to raise awareness about Creative Arts as a public school option amongst the SFUSD landscape.|Creative Arts Charter School provides multiple opportunities to build partnerships with families and guardians to ensure positive student outcomes. Some traditional methods of communicating about the classroom include Back to School Night and Family/School conferences. Because of the pandemic, our families and guardians participated in these events through zoom. Our teaching staff posted monthly curriculum updates so that families knew and understood specifically what their students were learning about in different subject areas. Because of the pandemic, these curriculum updates were done with much more frequency using various online platforms. Our classroom teachers also held family/guardian meetings once a month to do general check-ins and to provide curricular updates. In addition, families receive progress reports if their child is not meeting standards in a particular subject area, and report cards are sent home to all families twice per academic year. In addition to the more traditional approaches, Creative Arts has put a lot of resources into family education. During the 20-21 school year, CACS offered a Parent and Caregivers workshop titled: 13 “Grief, Loss, and Change: Tips and Resources for Parents and Caregivers” with Cynthia Trapanese. During the spring of 2021, Creative Arts offered workshops on Everyday Anti-Racism with Verta Maloney. These series of workshops were created separately for Black, Indigenous, and People of Color and White families and guardians. Finally, our Leadership team hosted monthly virtual coffees to provide updates and create space for feedback and concerns to be shared and addressed. The Creative Arts leadership team developed an essential question for 20-21 that we will carry on through the coming years until we close the achievement gap for our Black & African American students and our students who qualify for IEPs. Our EQ is, “What will it take for us – individually and collectively - to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our black students and our students with IEPS?” The EQ is used alongside our Portrait of a Graduate to guide our work. This includes: curriculum development, schedules, professional development, family education, social-emotional learning, arts integration, hiring, and both short and long term planning. During the 2020-21 school year, Creative Arts offered regular translation services at all virtual community events. All of our written communication on our internal school learning management platform is written in both English and Spanish. In addition, Creative Arts purchased a text platform as an additional form of communication to families.|Family engagement is one of the founding principles of Creative Arts Charter School. It is understood by all constituents that family involvement increases a child’s personal growth and academic achievement. It is important that families take an active role in their children’s education, both at school and at home. The school understands that it must make a concerted effort to ensure that our families have opportunities to find meaningful and relevant ways to get involved. We did not survey our families in regards to volunteer opportunities as there were not many opportunities due to the pandemic. One way that families are automatically brought into the community is with automatic membership to the Family Association, which happens upon registration at Creative Arts Charter School. Unlike a traditional PTA, the Family Association communicates to the whole community by encouraging volunteerism and building community morale by coordinating social events, sponsoring family education events based on stakeholder input, supporting work parties, school events, and celebrations with food and drinks and organization. In an effort to try to increase engagement among all families at CACS, the Anti-Racist Committee, a subset committee of the Board of Directors, has organized an affinity group for families of color called the Unity Social Group. The Unity Social Group hosts social events and creates a safe space for families of color to develop community and have their voices heard. Along with the Unity Group, the school organized a Community Cafe, a weekly meeting for our African American/Black families to build community and share their feedback, concerns, and ideas for improvement. In addition, our families were provided with the opportunity to engage in a family/guardian education series called, “Practicing Everyday Anti-Racism,” with Verta Maloney.|5|4|4|5|5|4|4|4|4|5|4|5|2021-06-22||2021 38771310137307|KIPP Bayview Elementary (SBE)|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 88% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|3|3|3|3|3|3|3|3|3|2|2021-06-02||2021 39103970000000|San Joaquin County Office of Education|3|In the 19/20 school year, there was a preparatory meeting held for interested parents and families to participate in School Site Council meetings. In addition, warm phone calls were placed to active parents/family members to serve as prospective members of SSC/DELAC committees. Personal messages were sent to teachers in order to recruit prospective parents/family members to participate in SSC/DELAC. After SSC/DELAC meetings were held, the Family Engagement conducted a 30 minute workshop for parents/families, topics for these included “Resilience,” and “Parent Portal for Illuminate.” The family engagement team continued to offer these virtually during school closures. A focus area for improvement is to increase parent and family participation at these meetings and opportunities, as well as encourage underrepresented families to participate in activities that allow them to give input. This may include reviewing the days and times that the meetings are held. According to the English learner needs assessment, 47% of parents/guardians said that they prefer to attend school activities and meetings during the afternoons, 28% said the morning, 25% in the evening; and 47% said they would like the option to continue meetings virtually and 53% said they would like to attend in-person. Also, providing consistent translators at these meetings will help establish and build trusting relationships that will support participation.|During the 19/20 school year, the family engagement team provided workshops and classes on school sites and at the Family Justice Center, a community-based organization. Teachers and staff were provided information regarding Parent Project and in-house and community based resources that can be shared with families. During enrollments, the family engagement team reviewed the student/parent portal login with an infograph and answered families’ questions regarding the Illuminate portal, which supports student and learning and development at home. The family engagement team held meetings including a Pastries with Parents, a workshop regarding Social Media safeguards for parents/families, and a communication workshop illustrating the how to’s and importance of home-to-school communication. During these meetings/workshops students and families were able to provide input regarding school site events. Families indicated that they would like to have more technology resources available to help support learning at home. A program newsletter was shared quarterly to highlight positive student/staff achievements and updated information. Additional supports to families of chronically truant students, included a Family Collaborative meeting in order to address truancy related challenges and barriers. If needed, families were also case managed. In response to the school closures, chromebooks and MiFis were provided to students’ in need. The Parent Involvement Policy and Parent Compact are received upon enrollment and reviewed at School Site Council and English Learner Advisory meetings. Parent rights are shared at all IEP meetings and included in the student handbook. Based on the parent/guardian survey, 70% of parents said they receive information about community services that help with their family’s needs. The Family Engagement team partnered with CAPC, a local community based organization, in order to hold weekly Parent Cafes, however they were cancelled due to lack of parent participation and attendance. The team also partnered with the San Joaquin County Public Library to have a team attend enrollments to share resources with families and sign-up for free library cards. All services and supports continued to be provided in a virtual setting during school closures and distance learning. An area for focus for improvement is to increase parent and family participation and to create more opportunities to interact and provide information to teachers and staff regarding family engagement strategies. In addition, another focus area of improvement is to provide opportunities that parents and families want to engage in at their school sites. According to our English learner needs assessment survey, 75% of parents of EL students said they are not interested in attending parent student events. Another area of focus is to provide after school activities for students including tutoring that will also encourage parent and family involvement and support at school.|During the 19/20 school year, parent teacher conferences, School Site Council, English Learner Advisory Committee, Back-to-School, Open House, and Showcase events were available for families to attend. Information to be shared with families was provided through Teacher Google Classrooms, Peachjar, Social Media and EduLink (calls/text/email). The family engagement team met with teachers by region to share in-house resources and community resources and provided information regarding the Parent Project classes as a resource for families. The family engagement team participated in enrollments to welcome families and students and to provide hard copies of resources and a Parent Project interest form. The family engagement team worked closely with the elementary school sites to further enhance their family engagement strategies and helping to coordinate Gator Days for families to attend at one of the school sites. Events and opportunities moved to virtual settings in response to the school closures in March. An area of focus for improvement is to provide teachers and staff professional learning regarding family and student engagement and the importance of building and maintaining relationships with our families. This will help build capacity and help to create a culture of family engagement with the lens of asset-based approaches and cultural responsiveness. Based on the stakeholder survey, 57% of parents/guardians who completed the survey said that “Yes, my students’ school holds events (in person or virtual where my student’s learning and/or achievements are showcased” 57% of parents/guardians who completed the survey as of 4/9, while 43% replied no. In addition to providing professional learning for teachers/staff, the family engagement team will work to establish a core group of parents who can be partners in family engagement and help to coordinate and give input for family events that students’ achievements are showcased. A focus area for improvement is to encourage underrepresented families to participate in activities that allow them to give input. Providing consistent translators at these meetings will help establish and build trusting relationships that will support participation. Another focus area is to build capacity among staff to support families in crisis.|5|3|4|4|2|4|4|4|4|4|4|3|2021-06-25||2021 39103970120717|one.Charter|3|Again, staff at one.Charter have a fundament belief that working with students and families is critical to the overall success of the student. The logistics of creating opportunities for families to engage in effective planning meetings on a continual basis has been the challenge. Multiple opportunities for families to engage with staff are offered in LCAP meetings and surveys, but there has been limited participation. Barriers to this have included transportation issues, schedules, and “faith” in the system. An area of focus will be to continue creating effective opportunities for families to meet with the school staff so they can help us design family engagement activities.|one.Charter staff are in a district improvement process, that has as part of the focus, developing and creating more meaningful relationships with families. Part of the training will directly involve staff and administration on the “how-to” of doing this. There is a fundamental belief amongst staff that this work is critical as is the desire to help the student and families improve their overall access to learning opportunities.|one.Charter staff and family strongly believe there is a process in place that allows for trusting and respectful relationships to be built. This belief is based on the use of strategies such as PBIS and Restorative Practices, opportunities to meet individually with staff and families, and the overall commitment to helping students and in turn their families be successful. An area of focus is to build opportunities for students to learn skills that will help them academically and social-emotionally. This goal will hopefully result in a positive impact on the student individually and their family as a whole.|4|5|4|4|4|4|4|3|4|4|4|3|2021-06-22||2021 39103973930476|Venture Academy|3|Venture Academy consults with stakeholder in development of the annual LCAP and has an active Advisory School Council and English Language Advisory Committee (ELAC). Venture Academy will increase participation in the ELAC by providing information and outreach to families in the beginning and through out the 2020-21 school year.|Venture Academy teachers and staff communicate regularly with parents regarding student progress and performance, as well as provide resources to support learning in the home, especially during the transition from distance learning in the 2020-21 school year. Venture Academy currently uses our newly implemented School Messenger system to keep parents updated with messages from the school, this system uses translation features for both written/voice and text messages. Our Language Development Specialist currently holds Viva Venture! Parent meetings bi-monthly for Spanish speaking parents focusing on various aspects of the school. School Counselors hold semi-regular parent information meeting to help direct and guide parents. The topics of these meetings vary from different ways to support students to providing outside resources. A focused area of improvement would be our outreach to other language groups that are accounted for in the population at Venture Academy.|Venture Academy teachers act as Teacher of Records (TOR) for a specific group of students enrolled in their academy. Their responsibilities include ongoing communication with students and their parents/guardians regarding students academic progress =, emotional well-being and behavior. The TOR acts as a liaison for the program and parents. Survey data indicates that this has been an effective tool for building positive, trusting relationships with families. Venture Academy will continue to improve development of accessible two-way communication with families through collaboration with the School Advisory Council (ASC) and our Viva Venture! Spanish Speaking support group in their outreach strategies to engage underrepresented families.|4|4|3|3|3|3|3|3|3|3|3|3|2021-06-22||2021 39684860000000|Banta Elementary|3|Banta Elementary School District is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs. The district and school are actively recruiting and seeking parents from all targeted subgroups to be members of committees to improve parent and family participation rates. Our focus is to increase the percentage of involved parents so that all of our students benefit from having parent/family input to better support their education.|Banta Elementary School District has been through changes in leadership over the past year and a half. Through that there has been a continuous flow of caring administration who believe children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning. The Parent Faculty Association is seeing an increase in participation. New events geared toward community, fun, and volunteering are being created; as well as, honoring our history with dinners for adult and alumni. Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students. We need to consider different methods of communicating with underrepresented families when distributing school information.|During Distance Learning and the COVID Pandemic, Banta Elementary School District addressed areas of parent engagement and the recent changes in demographics and leadership. The district successfully supports families with additional support of internet HotSpots, technology support, and online technical support locations to increase communication throughout the school year. Communication with families was increased and very frequent, information and resources to support student learning are provided through newsletters, emails, conferences, and website. The District Leadership held town Hall meetings for all stakeholders; school site leadership frequently and regularly communicated with all stakeholders on how the pandemic affected Banta School, Banta Students, staff, and community. We are working as a staff, and office, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook. Frequent newsletters go home to parents in English and Spanish through the US Post, and through our email server, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students' well-being. The Parent Faculty Association is seeing an increase in participation. New events geared toward community, fun, and volunteering are being created; as well as, honoring our history with dinners for adult and alumni. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences. We have added actions/services in our 2021/24 LCAP that support increasing Parent/Family Engagement.|5|4|4|4|4|4|4|1|4|3|3|3|2021-06-17||2021 39684860127134|River Islands Technology Academy|3|In our LCAP survey for the 2021-22 plan, parents responded to the following statement: My school offers parents a say in the decision-making process... 75% strongly agree/agreed with this statement. RiTechA provides various ways for parents to provide input and advise administration school wide, groups and committees and one-one with classroom teachers. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that are elected every two years, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children. An area that we will continue to explore, as mentioned before, is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways.|In our LCAP survey for the 2021-22 plan, parents responded to the following statement: My school encourages parent involvement... 88% strongly agree/agreed with this statement. Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong, verified by Volunteer logs, attendance at school events and Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. There were over 200 fingerprinted, registered volunteers. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board, School Site Council, Parent Booster Club, 8th grade Promotion Committees, Middle School Activities committee, Chess and Lego clubs, Parent/Teacher conferences, Art docents, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, Science and Technology Night, Writing and Art Fair, and a Multi-Cultural Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions. River Islands Technology Academy is always looking for ways to encourage and increase parental involvement/participation, creating and modifying events to best meet the needs of our students and families. Encouraging parental participation will always be a main area of focus for River Islands Technology Academy, and although we have significant participation, and positive survey results, we will strive to continue and improve our efforts to involve parents in day to day activities and decisions about their students learning. COVID distancing has affected many of the on-campus activities involving parents and their in person participation. We have continued to adapt many of our usual activities to virtual versions whenever possible. As always our staff works hard to establish positive parent- teacher-school relationships having regular and on-going dialog about student progress and performance.|Building relationships between school and families and community is a strength of RiTechA. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English. We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow.|5|5|4|4|5|4|5|5|5|5|5|5|2021-06-15||2021 39684860131789|NextGeneration STEAM Academy|3|STEAM Academy provides various ways for parents to provide input and advise administration, school wide groups and committees and one-one with classroom teachers. Opinions of parents, and feedback is sought through surveys and open forms. There are advisory groups that are comprised of staff and parents that are elected every two years, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children. An area that we will continue to explore, as mentioned before, is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.|Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong, verified by Volunteer logs, attendance at school events and Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. There were over 100's of fingerprinted, registered volunteers. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board, LCAP Advisory, Parent Clubs, 8th grade Promotion Committees, Middle School Activities committee, Parent/Teacher conferences and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions. STEAM Academy is always looking for ways to encourage and increase parental involvement/participation, creating and modifying events to best meet the needs of our students and families.|Building relationships between school and families and community is a strength of STEAM Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English. We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow.|5|5|4|4|5|4|5|5|5|5|5|5|2021-06-15||2021 39685020000000|Escalon Unified|3|The district obtains parent and stakeholder input while also providing opportunities for advisory and decision making. All school sites within the district facilitate parent meetings and committees (ELAC, SSC, PTO etc.) that not only provide information but also empower families to make informed decision re: academic, behavioral, and social emotional programming. The district’s mission is to: ensure all students learn at high levels. This can be accomplished by meeting the needs of the whole child and input from parents and stakeholders, ultimately helps shape program offerings. Relatedly, the District office facilitates meetings and committees (DELAC, PAC, Wellness Committee, LCAP townhall meetings etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies etc.) The district will continue to actively seek input and participation from all stakeholders with an additional focus on underrepresented families. Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for parents and stakeholders. In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation.|EUSD continues to invest energy and resources into building stronger school-family relationships. The district routinely seeks parent and stakeholder input through various means including surveys (available through school and district websites); input from school site meetings such as English Learner Advisory Committees (ELAC), School Site Council (SSC) meetings and Parent Teacher Organization (PTO) meetings; as well as through other committees, such as District Learner Advisory Committee, Parent Advisory Committee and Wellness Policy Committee. The district uses various forms of communication including robo-dialer calls, emails, text messages, posts on school and district websites, as well as posts on social media outlets (including Facebook and Instagram). Stakeholder feedback through various district developed surveys indicate that community members prefer to receive information via phone calls, text messages and emails. The use of social media outlets has also been well received, especially when used to share relevant information. The district will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with stakeholders.|EUSD continues to promote partnerships for improved student outcomes across school sites and through the district office. School sites routinely sponsor informational sessions (parent nights) were educators share best instructional practices and instructional support strategies that can be used at home to support student learning. For example, elementary schools provided math and literacy nights were families had the opportunity to learn about the CCSS, instructional strategies, behavioral supports, and the best way to support students with homework. At the secondary level, school sites have used parent advisory committee meetings including School Site Council (SSC) and English Learner Advisory Committees (ELAC's) to not only provide information, but also to empower families to make informed decisions re: academics, behavior management, social emotional supports, and post-secondary planning. Relatedly, the District facilitates meetings and committees such as Parent Advisory Committee, District English Learner Advisory Committee, Wellness Committee and LCAP townhall meetings to involve families and engage them in the decision-making process (e.g., LCAP actions, policies and expenditures, ELL programmatic needs etc.) The district maintains the goal of building capacity to build and maintain stronger partnerships with our families. The need to focus on engaging our historically underrepresented families, such as families from poverty and second language learner families remains a top priority. The district is planning to deploy a new communication system, Parent Square, to improve communication with stakeholders. The new platform will allow for an improved communication system. The district is working on developing a launch campaign that will be deployed in Fall 2021 to assist with the promotion of the new system as well as to increase stakeholder use.|4|3|3|2|2|3|4|3|3|3|3|3|2021-06-15||2021 39685020126011|Escalon Charter Academy|3|Escalon Charter obtains parent and stakeholder input while also providing opportunities for advisory and decision making. All school sites within Escalon Charter facilitate parent meetings and committees (ELAC, SSC, PTO etc.) that not only provide information but also empower families to make informed decision re: academic, behavioral, and social emotional programming. Escalon Charter’s mission is to: ensure all students learn at high levels. This can be accomplished by meeting the needs of the whole child and input from parents and stakeholders, ultimately helps shape program offerings. Relatedly, Escalon Charter office facilitates meetings and committees (DELAC, PAC, Wellness Committee, LCAP townhall meetings etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies etc.) Escalon Charter will continue to actively seek input and participation from all stakeholders with an additional focus on underrepresented families. Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for parents and stakeholders. In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation.|Escalon charter continues to invest energy and resources into building stronger school-family relationships. Escalon Charter routinely seeks parent and stakeholder input through various means including surveys (available through school and district websites); input from school site meetings such as English Learner Advisory Committees (ELAC), School Site Council (SSC) meetings and Parent Teacher Organization (PTO) meetings; as well as through other committees, such as District Learner Advisory Committee, Parent Advisory Committee and Wellness Policy Committee. Escalon Charter uses various forms of communication including robo-dialer calls, emails, text messages, posts on school and district websites, as well as posts on social media outlets (including Facebook and Instagram). Stakeholder feedback through various district developed surveys indicate that community members prefer to receive information via phone calls, text messages and emails. The use of social media outlets has also been well received, especially when used to share relevant information. Escalon Charter will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with stakeholders.|Escalon Charter continues to promote partnerships for improved student outcomes across school sites. School sites routinely sponsor informational sessions (parent nights) were educators share best instructional practices and instructional support strategies that can be used at home to support student learning. For example, elementary schools provided math and literacy nights were families had the opportunity to learn about the CCSS, instructional strategies, behavioral supports, and the best way to support students with homework. At the secondary level, school sites have used parent advisory committee meetings including School Site Council (SSC) and English Learner Advisory Committees (ELAC's) to not only provide information, but also to empower families to make informed decisions re: academics, behavior management, social emotional supports, and post-secondary planning. Relatedly, Escalon Charter facilitates meetings and committees such as Parent Advisory Committee, District English Learner Advisory Committee, Wellness Committee and LCAP townhall meetings to involve families and engage them in the decision-making process (e.g., LCAP actions, policies and expenditures, ELL programmatic needs etc.) Escalon Charter maintains the goal of building capacity to build and maintain stronger partnerships with our families. The need to focus on engaging our historically underrepresented families, such as families from poverty and second language learner families remains a top priority. Escalon Charter is planning to deploy a new communication system, Parent Square, to improve communication with stakeholders. The new platform will allow for an improved communication system. Escalon Charter is working on developing a launch campaign that will be deployed in Fall 2021 to assist with the promotion of the new system as well as to increase stakeholder use.|4|3|3|2|2|3|4|3|3|3|3|3|2021-06-15||2021 39685440000000|Jefferson Elementary|3|The JESD continues to explore ways of improving parent input for decision making. JESD current strengths include family participation in advisory groups: LCAP Parent Meetings, School Site Council, ELAC, DELAC, and GATE Parent Advisory. A focus area of improvement is to increase participation on all stakeholder groups.|JESD current strengths include PBIS Training for school teams. Staff engage students and families with lessons on preventing bullying and harassment behaviors early on in the school year to make schools a welcoming place where all students know their rights and how to help others. Second Step program and Peaceful Playgrounds are also utilized to encourage positive behavior and interactions. A focus area of improvement would be to continue to increase communication regarding all of the programs and training in place at the school.|JESD administers the CA Healthy Kids Survey to parents annually. The data was used to complete this self-reflection tool to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable the district to engage in continuous improvement and determine next steps to make improvements in the areas identified. JESD will share the results with all stakeholders to inform the LCAP and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services in the LCAP. JESD will continue to work on building relationships with diverse stakeholders. The LEA will engage and encourage families to participate in the self-reflection process in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. LEA current strengths include: 96% of parents indicated that the school encourages parents to partner with the school in educating their child and 85% feel welcome to participate in the school. 96% of parents feel the school is a safe place. 93% feel that the school motivates students to learn and that the adults care about the students. 93% of parents feel the school keeps families well informed about school events. School events, class events and parent-teacher conferences are well attended by families. A focus area of improvement would be to increase opportunities for parents to provide input before making important decisions as only 46% of parents felt they had input on decisions. Parents would also like more information on how to help their child at home, more information on their expected role. Families would also like to see increased programs for children with special talents, gifts, or special needs.|4|4|3|3|4|4|4|4|4|4|4|4|2021-06-15||2021 39685690000000|Lincoln Unified|3|Parents report that their input is sought by the district through multiple advisory groups; School Readiness Advisory Committee, District English Learner Advisory Committee, LCAP Parent Advisory, and opportunities at school sites. Schools have continued to find it challenging to have underrepresented groups in School Site Council and Parent Teacher Student Associations. All sites have included in their School Plan actions to support outreach to under represented groups. The district will continue to provide opportunities for parent input and work with school sites to ensure varied opportunities for family engagement. The district administered a survey to families in the winter of 2021 and saw an increase in participation of 20% on the survey from the previous year.|In addition to the District LCAP Parent Advisory and District English Learner Advisory Committee, each Title I school has a Family Engagement plan and all schools have an active English Learner Advisory Committee and School Site Council. Parents continue to report that they do not always feel welcomed at schools and this has been an ongoing challenge during the pandemic when public health guidance has limited visitors on school sites. We have expanded our electronic communication to include Parent Square a two-way communication platform, linked to the district student information system.|Parents have an opportunity to conference with teachers regarding their child's progress twice during the school year. The district supports school sites in expanding opportunities for families to engage with teachers during academic conferences and to offer more opportunities for parent education. Parents continue to report wanting information and resources to support their children's learning. An additional parent educator will be hired to assist families in working with their children on early literacy skills.|3|3|3|3|3|3|4|3|4|4|3|4|2021-06-23||2021 39685690132415|John McCandless Charter|3|This standard is met. John McCandless STEM Charter provides multiple opportunities to seek input from parents in decision making. We continue to encourage parent engagement at John McCandless STEM Charter through opportunities to participate in APTT meetings, SSC, ELAC, Title I parent meetings, coffee with the principal, and PTSA.|This standard is met. John McCandless STEM Charter regularly builds partnerships to improve student outcomes. Through multiple Academic Parent Teacher Team (APTT) meetings, staff discusses student progress, data, and provides support to improve student outcomes. Parents receive strategies to assist their students in meeting and exceeding grade level standards as well as gain an understanding of how standards are addressed in the classroom.|This standard is met. John McCandless STEM Charter engages with families on a regular basis. Parents attend Academic Parent Teacher Team (APTT) meetings and regular parent coffees with administration. The pivot to online meetings has increased parent attendance and input. Staff members are skilled in using tools to share out important information and communicate with families. In the past, JMC staff has used a variety of tools to engage with families. Moving forward, JMC staff will use Parent square as a consistent means of communication with all families. The use of one designated tool will streamline communication and make it easier for parents to respond to staff. Additionally, continuing to provide a virtual meeting format supports increasing attendance and engagement of underrepresented families. The data from the Youth Truth survey in February 2021 noted safety, relationships, communication, and family resources to be significant strengths. We believe this is in large part to our continued virtual meetings and regular communication. Families are made aware of safety precautions through the use of calls home and parent meetings. The school newsletter is sent out to families monthly to keep an open line of communication. Families also receive weekly communication from their classroom teachers. Staff at JMC strives to build positive relationships with families through open communication. 78% of families noted relationships as positive, 72% found the school to be safe, 79% reported JMC has adequate resources, 73% reported adequate communication. Families rated engagement and culture in need of some improvement. 69% rated culture to be sufficient and 52% rated engagement to be at a high level. We believe culture and engagement have been largely impacted by COVID-19 and school closures. Families noted that they did not feel as connected to JMC because they were not allowed to visit campus for meetings, volunteering or events. Students also felt less engaged based on virtual learning. Moving forward we are thinking of creative ways to engage families in learning while they are still not permitted to be on campus.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23||2021 39685770000000|Linden Unified|3|Strengths: School sites provide collaborative opportunities to implement and evaluate family engagement events through School Site Councils, Parent Teacher Clubs, English Learner Advisory Committees, and various parent nights. Areas of Focus: Providing all families opportunities to seek input on policies and programs, implementing strategies to reach and seek input from any underrepresented groups in the school community. The LEA will be forming a District Advisory Committee that will include underrepresented groups, family representation from all school sites, including teachers, administrators, and classified staff to provide opportunities for feedback to the district Local Control Accountability Plan.|Strengths: We have systems in place for families to meet with teachers to discuss student progress (parent/teacher conferences, SSTs). Communication providing resources and information through technology, parents nights, ELAC, and SSC is another strength. We have parent education nights at each site to educate parents on how to advocate and empower students. Focus Area: More specialized professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Opportunity to provide families with more focused parent events and parent education to promote partnerships for student success.|Strengths: School cultures are strengthening relationships with parents through various ways of communication and through technology. School site staff are building trusting and respectful relationships with families through various family activities. Focus area: Progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. Continue to conference with families regarding student goals and support.|4|4|3|3|2|3|4|5|3|3|2|4|2021-08-18||2021 39685850000000|Lodi Unified|3|Parents are encouraged to participate in site and district level advisory committees such as SAC, SSC, DELAC, ELAC and parent surveys. Parents are asked to provide input and recommendations on the Parent Compact and Parent Involvement Policy at both the site and district level. The district, along with parents, uses the district level committee as a vehicle to communicate successes and challenges parents encounter at the site or district office. Jump Into English workshops are another way the district encourages and provides parents with information on district policies and encourages their input. Workshops cover Positive Parenting- Success Starts at Home, Creating Confident Kids, Communication that Works, Creating Structure for Achievement, Discipline-Practice for Success, and What Children and Teens Need to Succeed. Parent Project provides highly effective, affordable strategies for parents raising difficult or out of control children. Its mission is to change destructive adolescent behavior.|81.6% of our parents/guardians indicated on the parent survey that the district communicates and partners well with parents on supporting student outcomes. The district supports parents in the knowledge of their rights and advocating for their students through the site and district committees, SSC, SAC. ELAC, DELAC and LCAP. The district is in the third year of implementation of Parenting Partners. Parents and staff work together to provide classes to other parents at each school site. Sites offer these classes at least twice a year. Workshops cover Positive Parenting- Success Starts at Home, Creating Confident Kids, Communication that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed. Our English learner parents have requested classes on learning English. We have been very successful with Jump Into English. This program continues to grow by parent request. We have also provided a Trainer of Trainer series of Parent Project, which is geared towards high school students that are challenged by their lack of school attendance. In addition, teachers and parents meet at least once a year to discuss every student in their class and share strategies parents can use to help support their child in all academic content areas and other areas. While parents responded positively regarding building relationships and supporting parents, there appears to be more work can be done in this area.|Examining the results from district’s parent survey, LUSD has found strong support for building relationships with our parents. 90.0% of our parent/guardians indicated they felt treated fairly and respectfully, and 87.7% feel welcomed at sites and the District Office. 90.3% indicated the school showed respect for all races, ethnic groups, and cultures. 89.5% indicated the district encourages and ensures that parents are knowledgeable about meetings, seeks input from parents (76.8%), answers questions (86.4%), and encourages involvement in school activities and decision-making (83.5%). Communications are provided in parents’ primary languages for the groups which represent 15% or more of the district’s total population. Communication is provided in other languages when possible. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, i.e. flyers and newsletters, the district uses several new applications to support two-way communication with parents. Some examples include email, PeachJar notifications, and Aeries parent portal. The district is working hard to improve the engagement of our underrepresented families through activities such as Parenting Partners, Jump Into English, and Parent Project.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-15||2021 39685850101956|Aspire Benjamin Holt College Preparatory Academy|3|We are hosting families during our WASC discussions, which helps bring voice into our school.|Need to improve and make progress in providing families with information and resources to support student learning and development in the home.|Improve communication with families and educators using language that is understandable and accessible to families.|3|3|3|4|3|3|3|4|3|3|3|3|2021-06-17||2021 39685850122580|Rio Valley Charter|3|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase (per CDPH COVID guidelines). Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.|Rio Valley Charter School understands the importance of feedback from shareholders and utilizes this feedback in planning and decision making. Teachers meet weekly, bi monthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Back to School events, as well as science, math and ELA showcase nights (per CDPH COVID guidelines). During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Rio Valley has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone. With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged.|Rio Valley Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|5|5|5|5|4|5|5|5|4|4|4|4|2021-06-14||2021 39685850133678|Aspire Benjamin Holt Middle|3|Need to improve and seek input from all stakeholders as related to the school decision-making process.|Restructuring Student Led Conferences to ensure students' academic standing is addressed accordingly. Teachers hold office hours once a week to help support students academic needs.|We have worked hard in the past couple of years to increase family engagement at BHM. Each year, our family engagement increases as we are finds ways in which to get families to school (Saturday School, Family Lunches, Town Halls, SSCs, Volunteers, Science Olympiad, etc.)|4|4|4|4|4|3|3|2|4|4|4|4|2021-06-17||2021 39685856116594|Aspire Vincent Shalvey Academy|3|We have VSACC meetings every month, ELAC in progress, we will explore how to evaluate family engagement other than surveys.|Parent/Student led Conferences twice a year with report cards, parents engaged in community activities, Parents informed of parent rights during IEP meetings, teachers training (4 times a year), MTSS process, RTI team.|Parent Square used regularly, 2 languages, parent letters home, creating ELAC committee, Community Council meetings monthly, parent coffee 2nd Monday of each month, parent classroom visitations.|5|5|4|5|4|4|5|4|3|3|3|2|2021-06-17||2021 39685856118921|Aspire River Oaks Charter|3|We do family and student surveys regarding family engagement. We also have Second Cup of Coffee to provide opportunities for feedback. River Oaks has monthly community council meetings that encourage all parents to attend.|Providing opportunities for families to give input during Back to School Night, Parent Square, links to resources on the computer, surveys,|ROCS has maintained a strong relationship with parents for several years. We have families that have been a part of our community for many years. An area of improvement would definitely be learning more about our middle eastern community and having more resources to be able to communicate with them via Parent Square, interpreters, etc...|5|5|4|4|4|5|5|4|4|4|5|4|2021-06-17||2021 39685930000000|Manteca Unified|3|Site committees indicate that they have a great deal of input in the decision-making and appreciate the opportunity. As MUSD is implementing new family engagement opportunities, we are committed to working together with all interested parties to make the engagement successful and supportive of student learning.|Strengths include providing families with information and resources to support student learning, especially in the home. With digital platforms there are many ways to support students who are not physically at school. A focus area is helping families to advocate for their student more fully. Again, improving two-way communication is essential in this area.|Cultural competency continues to be a focus for many sites and departments. As Manteca Unified continues to grow and be more diverse, we are committed to meeting our students and families where they are and building bridges to success. Strengths identified were communication and individual sites creating welcoming atmospheres. MUSD will continue to work with new staff and improve two-way communication, especially when barriers are identified.|4|4|4|4|4|4|4|3|4|4|4|4|2021-06-08||2021 39686190000000|New Hope Elementary|3|Family input is always encouraged through SSC and DELAC meetings held throughout the school year on the development of all school plans. Parent participation and input is requested at all SST and IEP meetings.|Parents have access to student information via email, phone calls, texts, Google Classroom, Class DoJo and an online grading program, Chalk. Parent conferences are held twice a year to discuss student progress. Parents can also attend SST and IEP meetings to talk about student progress.. At this time there is a need for further professional learning for staff directed toward partnering with families.|Parent Involvement: Family participation in parent/teacher conferences: First Trimester: 94% and Second Trimester: 95% (As verified by teachers after conference week.) New Hope held 3 SSC and 3 DELAC meetings throughout the 2020-21 school year. New Hope maintained 100% parent participation for IEP meetings (verified by SEIS)|5|5|3|5|2|5|5|5|4|5|5|5|2021-06-14||2021 39686270000000|New Jerusalem Elementary|3|"New Jerusalem continues to strengthen its ability to support the principal and staff to effectively engage families in advisory groups and with decision making. The principal and staff promote parental engagement in the Parent Teacher Club, attendance at ELAC/DELAC-English Language Learner Meetings, Parent Café, and attendance at District Board Meetings though classroom communication portals, classroom newsletters and our weekly School Newsletter. New Jerusalem provides translated resources, in print and in person, to support family members to ensure they may effectively engage in advisory groups and decision-making. New Jerusalem has an inclusive culture marked by providing all families with the opportunity to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in our school community. The District School Board meetings are held monthly. They include a virtual and in person component, so all who wish to attend and participate may do so. New Jerusalem’s progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels is a focus area for improvement. Currently, New Jerusalem families, teachers, and administrators work together to plan district ceremonies, and festivals. Moving forward New Jerusalem will improve the engagement of underrepresented families by facilitating more opportunities to plan, design, implement and evaluate the family engagement activities."|"New Jerusalem provides ongoing professional learning and support to teachers and principals to improve our school’s capacity to partner with families. Our site provides professional learning during staff meetings to support teachers as they work collaboratively with families. Our district also provides Professional Learning Community teams to further build skills teachers as they partner with families for positive student outcomes. New Jerusalem provides families with information and resources to support student learning and development in the home. We provide resources and support within several systems. During our Parent Teacher Conferences parents receive information on student progress in the classroom and NWEA district progress monitoring test scores. These two data points are the instruments used to provide targeted academic support in the classroom and at home. Teachers can provide online digital curriculum, activity-based curriculum, or paper and pencil curriculum to support student learning and development in the home. New Jerusalem implements a few programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. These programs include: the Parent Teacher Conference program, Student Study Team program, and the Individualized Educational Program. Each program gives teachers and families opportunity to engage, review student progress, and work together to develop strategies to support improved student outcomes. New Jerusalem establishes a number of opportunities in supporting families to understand and exercise their legal rights and advocate for their own students and all students. This is an area of focus for improvement. Currently, families can understand and exercise their legal rights including advocating for their own students during Parent Teacher Conferences, Student Study Team Meetings, Student Attendance Review Board meetings, and during Individualized Educational Meetings. Moving forward New Jerusalem will seek to improve the engagement of our underrepresented families by using virtual and onsite meetings (as COVID-19 protocols permit) to support our families understanding and ability to exercise their legal rights and advocate for their students using targeted questionnaires. Parent responses determine the exact areas of understanding needed by families."|Building trusting and respectful relationships with families is an area of strength for New Jerusalem. Our staff, including administrators, teachers, and classified staff understand relationships are one of the foundational elements in serving our community. As a foundational element New Jerusalem begins the year with a “Meet the Teacher” night to introduce themselves. We also create classroom communication portals for families to engage in meaningful dialogue about their student and have Parent Teacher Conferences throughout the year to continue those important conversations. New Jerusalem continually seeks to create welcoming environments for all families in our community. Our Parent Teacher Club hosts monthly meetings translated into three languages: English, Spanish, and American Sign Language. Student’s classrooms are engaging, and inclusive places decorated with student work which builds community and promotes learning and growth. New Jerusalem continually develops opportunities for staff to engage in 2-way communication between families and educators using language that is understandable and accessible to families. We have the ELAC/DELAC Clubs who conduct monthly meeting for English Language Learner families. The meetings include a variety of topics that are generated from parent solicited interests. Each meeting is translated into three languages: English, Spanish and American Sign Language. Additionally, our Parent Teacher Club organizes monthly meetings to support the staff and students within our community. They work together using their collective strengths and talents to produce fun activities for students, staff, and families to come together and build relationships. These meetings are also translated into three languages: English, Spanish and American Sign Language. New Jerusalem supports the progress of staff as they learn about each family’s strengths, cultures, languages, and goals for their children. This is a focus area for improvement for us. We currently use a few systems and structures, such as Parent Teacher Conferences and the Student Study Team Process to actively learn about each family’s strengths, their culture, languages, and goals for their students. These systems offer translation as needed. As we move forward New Jerusalem will improve the engagement of our underrepresented families, using translated site surveys that can be accessed on multiple platforms including: written, and digital. Additionally, we will also host “Principal Meetings” virtually and on-site (as COVID-19 protocol permits). Both surveys and Principal Meetings will provide opportunities for our underrepresented families to share about their family’s strengths, cultures, languages, and goals for their children.|3|4|3|4|4|4|4|4|4|4|4|4|2021-09-14||2021 39686270117796|New Jerusalem|3|"New Jerusalem continues to strengthen its ability to support the principal and staff to effectively engage families in advisory groups and with decision making. The principal and staff promote parental engagement in the Parent Teacher Club, attendance at ELAC/DELAC-English Language Learner Meetings, Parent Café, and attendance at District Board Meetings though classroom communication portals, classroom newsletters and our weekly School Newsletter. New Jerusalem provides translated resources, in print and in person, to support family members to ensure they may effectively engage in advisory groups and decision-making. New Jerusalem has an inclusive culture marked by providing all families with the opportunity to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in our school community. The District School Board meetings are held monthly. They include a virtual and in person component, so all who wish to attend and participate may do so. New Jerusalem’s progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels is a focus area for improvement. Currently, New Jerusalem families, teachers, and administrators work together to plan district ceremonies, and festivals. Moving forward New Jerusalem will improve the engagement of underrepresented families by facilitating more opportunities to plan, design, implement and evaluate the family engagement activities."|"New Jerusalem provides ongoing professional learning and support to teachers and principals to improve our school’s capacity to partner with families. Our site provides professional learning during staff meetings to support teachers as they work collaboratively with families. Our district also provides Professional Learning Community teams to further build skills teachers as they partner with families for positive student outcomes. New Jerusalem provides families with information and resources to support student learning and development in the home. We provide resources and support within several systems. During our Parent Teacher Conferences parents receive information on student progress in the classroom and NWEA district progress monitoring test scores. These two data points are the instruments used to provide targeted academic support in the classroom and at home. Teachers can provide online digital curriculum, activity-based curriculum, or paper and pencil curriculum to support student learning and development in the home. New Jerusalem implements a few programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. These programs include: the Parent Teacher Conference program, Student Study Team program, and the Individualized Educational Program. Each program gives teachers and families opportunity to engage, review student progress, and work together to develop strategies to support improved student outcomes. New Jerusalem establishes a number of opportunities in supporting families to understand and exercise their legal rights and advocate for their own students and all students. This is an area of focus for improvement. Currently, families can understand and exercise their legal rights including advocating for their own students during Parent Teacher Conferences, Student Study Team Meetings, Student Attendance Review Board meetings, and during Individualized Educational Meetings. Moving forward New Jerusalem will seek to improve the engagement of our underrepresented families by using virtual and onsite meetings (as COVID-19 protocols permit) to support our families understanding and ability to exercise their legal rights and advocate for their students using targeted questionnaires. Parent responses determine the exact areas of understanding needed by families."|Building trusting and respectful relationships with families is an area of strength for New Jerusalem. Our staff, including administrators, teachers, and classified staff understand relationships are one of the foundational elements in serving our community. As a foundational element New Jerusalem begins the year with a “Meet the Teacher” night to introduce themselves. We also create classroom communication portals for families to engage in meaningful dialogue about their student and have Parent Teacher Conferences throughout the year to continue those important conversations. New Jerusalem continually seeks to create welcoming environments for all families in our community. Our Parent Teacher Club hosts monthly meetings translated into three languages: English, Spanish, and American Sign Language. Student’s classrooms are engaging, and inclusive places decorated with student work which builds community and promotes learning and growth. New Jerusalem continually develops opportunities for staff to engage in 2-way communication between families and educators using language that is understandable and accessible to families. We have the ELAC/DELAC Clubs who conduct monthly meeting for English Language Learner families. The meetings include a variety of topics that are generated from parent solicited interests. Each meeting is translated into three languages: English, Spanish and American Sign Language. Additionally, our Parent Teacher Club organizes monthly meetings to support the staff and students within our community. They work together using their collective strengths and talents to produce fun activities for students, staff, and families to come together and build relationships. These meetings are also translated into three languages: English, Spanish and American Sign Language. New Jerusalem supports the progress of staff as they learn about each family’s strengths, cultures, languages, and goals for their children. This is a focus area for improvement for us. We currently use a few systems and structures, such as Parent Teacher Conferences and the Student Study Team Process to actively learn about each family’s strengths, their culture, languages, and goals for their students. These systems offer translation as needed. As we move forward New Jerusalem will improve the engagement of our underrepresented families, using translated site surveys that can be accessed on multiple platforms including: written, and digital. Additionally, we will also host “Principal Meetings” virtually and on-site (as COVID-19 protocol permits). Both surveys and Principal Meetings will provide opportunities for our underrepresented families to share about their family’s strengths, cultures, languages, and goals for their children.|3|4|3|4|4|4|4|4|4|4|4|4|2021-09-14||2021 39686270126755|Humphreys College Academy of Business, Law and Education|3|Parents are sought for their input in school decisions on a regular basis. This includes formal and informal responses to outreach, such as through our school website, monthly newsletters, WASC self-study meetings, coffee with administrator events, and frequent meet and greats. Administrators, teachers, and staff members also enjoy regular interactions with parents and community members on a one-on-one basis which produce ideas, suggestions, and criticism that helps drive change on campus. Parent and community feedback has helped bring about change in areas such as: continued modifications to dress code, expansion of elementary and middle grade levels, establishment of bi-annual parent conferences across all grade levels, improvement and refinement of drop off and pick up procedures.|Building relationships with students and parents is a cornerstone of ABLE Charter’s instructional model and professional development program. Teachers, staff members, and administrators are encouraged to build and maintain relationships from the moment they come on board. Relationship building strategies are introduced during professional development sessions before every school year, and throughout the year. The front office staff is of key importance in maintaining strong relationships. Our office staff is excellent at helping families of all demographics feel welcome and supported from the moment they step foot on campus, and is integral in the communication chain between the school and our community. ABLE teachers, staff, and administrators use a variety of communication tools including: robo-calls, all calls, emails, school website, school newsletter, Remind App, Class Dojo, ABLE School App, etc.|ABLE Charter understands the importance of allying with families to improve student outcomes. Parent conferences occur biannually across all grade levels for students in need of extra supports. At the elementary level classroom teachers are the key link between the school and the family in communicating academic needs and supports. At the middle and high school level each student has an academic advisor who links the family with the student’s various teachers to ensure student success. Teachers make regular contact with students struggling in their class and help parents find resources to support student success at home. ABLE’s HERO program gives extra support to students with greater need by giving those students additional academic and behavioral guidance and by helping students and families develop positive characteristics.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-16||2021 39686270127191|California Virtual Academy @ San Joaquin|3|"Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation and Social & Emotional Learning. Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: • Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. • For students, more opportunities to interact in CC sessions • Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. • We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. • The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Two-way communication between parents/families and school, include: • ParentSquare • K12 Learning Coach App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student’s Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participate in future survey. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, stakeholders are asked to provide input on procedures, programs, and policies. An area that will positively impact the school’s culture is Social and Emotional Learning (SEL). In SY 20-21, CAVA will implement a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact upon the school’s culture, all stakeholders are involved in the SEL mission."|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-07||2021 39686270129890|Delta Home Charter|3|Having families engaged in decision-making on policies and programs is an area for improvement. Previously, parent participation in this area was very limited. When meetings are held to allow family participation in decision-making at the school, attendance of parents is low or not available. Family nights have been held and will continue to be held to better engage underrepresented families. Parent feedback from these events is measured using parent surveys. Delta Home continues to explore and find new ways to help with parent involvement.|Delta Home develops the capacity of its staff, administrators, teachers, and classified staff, to build a trusting and respectful relationship with families. Delta Home teachers have face-to-face meetings with families once a month which helps build personal relationships between teachers and families. Teachers check in with families at least once a week through email, phone, or text to encourage continued communication, progress monitoring, and goal setting. The Director of Home School and the school principal have face-to-face meetings with every family that enrolls at Delta Home. The director and principal also check in with families through email, phone, or text to help encourage student engagement, set goals, and praise students’ achievements on a regular basis. The office and classrooms are clean and inviting. A “home” atmosphere has been created to help families feel comfortable. We could improve on supporting the various cultures of our families.|Professional development is in place for the various curriculums we provide to families. Teachers understand all aspects of the curriculum to effectively support student learning in the home with the support of the professional development opportunities throughout the year. Teachers utilize NWEA MAP testing results to discuss student’s progress and the skills they may need to improve upon. Supplemental materials are available to help support students by providing extension and enrichment. Improvement could be made in making sure that all families know their rights in order to advocate for their students. Students on Individualized Educational Plans are the families that we ensure are aware of all their rights. These families of special needs are the ones focused on, when we ensure all families understand their rights.|4|4|4|4|4|4|4|4|4|4|4|4|2021-09-14||2021 39686270129916|Valley View Charter Prep|3|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families including underrepresented families, are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.|The Director of Valley View Charter Prep (VVCP) holds multiple LCAP meetings with stakeholders including underrepresented families, throughout the year, including our biannual parent fair. At these meetings, school leadership addresses the description of the LCAP process, progress toward meeting annual school goals, and discusses future school goals, seeking input from parents/guardians in school and district decision-making. Annually, Valley View Charter Prep surveys all its stakeholders. We have had great progress towards measuring and promoting parental participation in our survey. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities. Data from the survey and stakeholders meetings are reviewed and discussed. High priority status is given to student performance, attendance, school facilities, school climate and course offerings when determining the school’s needs and areas for growth. This information is compiled and the district LCAP is written based on these identified needs. Adjustments to the draft LCAP are made and the final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June. In an ongoing effort to foster parent engagement throughout the year, Valley View Charter Prep recognizes the need for a formal body of parents to empower parent decision-making in school efforts. At our inception, Valley View Parent Advisory Committee was established. The PAC meets monthly to address school-wide parent engagement, school efforts to better communicate with its stakeholders, academic achievement of VVCP students, and opportunities to engage with the community. Currently, the PAC is being re-structured so we can reach more parents through a virtual meeting platform. A group of parents and teachers are meeting regularly throughout this school year to gather stakeholder input with which we will create a master schedule for the 2018/19 school year. The monthly meetings for next year will include workshops, presentations, and PAC-organized social gatherings, culminating in an end-of-year schoolwide showcase of student work and performances. Finally, the academic triangle holds parents as an integral part of the academic program. Teachers meet with parents at least once a month for regularly scheduled meetings and frequently more often (based on student needs). Teachers also schedule informal park days and opportunities for parents and students to gather regionally. Project Lead The Way and field trips are additional places for parents and staff to build community.|Valley View Charter Prep teachers and administration work to provide support and partnership for all families including underrepresented families, in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are testing in DIBELS (K-2) or NWEA/MAP. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. With the model of independent study where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-14||2021 39686270132050|Delta Bridges Charter|3|In addition to the principal’s leadership team, Delta Bridges routinely seeks feedback and input from the school community in regards to the decision making process. The ELAC coordinator works to build the capacity of our English Learner population to engage and become involved in the school community. Surveys are used to elicit feedback from our community. Survey data is presented to staff and families in an effort to develop plans to address issues or concerns that arise in the survey data.|Delta Bridges regularly communicates with parents/guardians regarding the academic progress that their student is making. NWEA MAP assessments are conducted three times throughout the academic year (fall, winter, and spring). MAP Family Reports and Student Goal Setting reports are shared with families in order to assist parents/guardians in supporting their student’s learning. Parent/teacher conferences are held during the first trimester so that teachers can share MAP scores and information regarding the students’ academic progress in the classroom. Open lines of communication between Delta Bridges staff and families is essential to improving student outcomes.|The COVID pandemic has impacted the ability of Delta Bridges Charter School’s ability to welcome families on to the campus. As a result, Delta Bridges has taken many strides to ensure that parents/guardians continue to feel welcome and part of the Bridges’ community. Teachers and administration use Class Dojo to communicate and interact with families. Aeries gradebooks are used in order for parents/guardians to access their student’s grades in a timely manner. Teachers and administration are available to meet with parents/guardians, either in person or via Zoom, to address any issues or concerns that may arise. Our ELAC coordinator holds monthly meetings for our English Learner population and provides community resources and resources to help their child succeed in the school setting.|3|3|3|3|2|3|3|3|2|2|3|3|2021-09-14||2021 39686270133116|Insight @ San Joaquin|3|Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. 2020-2021 school year brought about changes for Insight in regard to their live session schedule. The school switched to a period schedule that reflected a brick and mortar setting and made attendance easier for students. The consistency in the live session scheduled was successful based on our live session attendance as compared to previous years. Insight included in-person onboarding sessions for our families at the beginning of the 2019-2020 school year in order to allow staff and parents to meet in a face to face session before the school year began. The school has also increased in-person outings throughout the school year to allow for more face to face activity time. The outings include recreational activities, college/vocational school tours and community service projects that the students are able to participate in as a high school group. Insight has also provided times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses. This has allowed for more students to have the ability to attend. The 2020-2021 school year did not allow for Insight to continue the in-person practices, however, the school shifted to virtual field trips and onboarding sessions via Zoom. Virtual field trips were highly attended due to their not being any logistical issues for students. Insight will continue to offer this as an option due to its success this year.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk. The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Met: Academic Advisors make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed. The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight. Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students. Insight has also created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. Social media platforms such as Facebook and Instagram have been a focus for the 2020-2021 school year. Insight has received great feedback from parents and students regarding this addition. Insight has focused on providing all communications with families in different languages to ensure that all families feel included in the school.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-07||2021 39686270136028|Delta Keys Charter|3|English Learner Advisory Committee (ELAC) is established for the required schools, while EL students of other schools in the district are encourage to participate in that. Monthly ELAC meetings are organized. Students and families are offered to participate in various surveys at the beginning, during and end of the school year to voice their opinion. Surveys are also conducted for understanding of the school procedures, vision, and mission etc.|Monthly student/guardian-teacher PLP meetings (11 meetings/school year) are scheduled to update the families with the student progress. A Matriculation Plan (MP) is created for every student upon enrollment which keeps track of the graduation status and college/career readiness. Families are updated with the MP during the monthly PLP meetings. Parents/guardian are enrolled in Edgenuity family portal and a daily email is send to keep them updated with the student’s progress. Monthly student/guardian-teacher PLP meetings (11 meetings/school year) are scheduled to update the families with the student progress. MAP scores are discussed during the PLP which falls right after the MAP window. Students are enrolled in mini courses when needed to bridge the learning gaps. Parents and students sign ‘Master Agreement’ and ‘Acknowledgement of Responsibility’ documents to understand the program, and the role of student, parents and teachers in online education. IEPs, e.g. - 30-day Review, transitional, annual, and triennial are scheduled as needed.|Teachers and other staff members are given the assignments/duties to play for their strengths. On the basis of the credentials, staff is assigned tutoring, Resource Center, EL, and/or SPED duties. Administration is reachable and approachable and encourages collaboration. Weekly meetings (virtual/in-person) are held. All the incoming (new and returning) students and their families are interviewed by the administration. This helps for the students and families to understand the school processes and helps administration to assign the most compatible teacher for the student. Many onsite classes are offered and students are encouraged to attend them. Monthly student/guardian-teacher PLP meetings (11 meetings/school year) are scheduled to update the families with the student progress. Post high school goals are discussed during those meetings. Monthly ELAC meetings are organized to keep the EL students and families updated with the school events, processes. The monthly school newsletter is published in English and Spanish, and is open to be published in additional languages when needed. Many of the staff members are bilingual, which helps during the ELAC and PLP meetings.|4|4|4|4|4|4|4|4|4|3|3|4|2021-09-14||2021 39686270136135|Delta Charter Online|3|English Learner Advisory Committee (ELAC) is established for the required schools, while EL students of other schools in the district are encourage to participate in that. Monthly ELAC meetings are organized. Students and families are offered to participate in various surveys at the beginning, during and end of the school year to voice their opinion. Surveys are also conducted for understanding of the school procedures, vision and mission etc. English Learner Advisory Committee (ELAC) is established for the required schools, while EL students of other schools in the district are encourage to participate in that. Monthly ELAC meetings are organized. Students and families are offered to participate in various surveys at the beginning, during and end of the school year to voice their opinion.|Monthly student/guardian-teacher PLP meetings (11 meetings/school year) are scheduled to update the families with the student progress. A Matriculation Plan (MP) is created for every student upon enrollment which keeps track of the graduation status and college/career readiness. Families are updated with the MP during the monthly PLP meetings. Parents/guardian are enrolled in Edgenuity family portal and a daily email is send to keep them updated with the student’s progress. Monthly student/guardian-teacher PLP meetings (11 meetings/school year) are scheduled to update the families with the student progress. MAP scores are discussed during the PLP which falls right after the MAP window. Students are enrolled in mini courses when needed to bridge the learning gaps. Parents and students sign ‘Master Agreement’ and ‘Acknowledgement of Responsibility’ documents to understand the program, and the role of student, parents and teachers in online education. IEPs, e.g. - 30-day Review, transitional, annual, and triennial are scheduled as needed.|Teachers and other staff members are given the assignments/duties to play for their strengths. On the basis of the credentials, staff is assigned tutoring, Resource Center, EL, and/or SPED duties. Administration is reachable and approachable and encourages collaboration. Weekly meetings (virtual/in-person) are held. All the incoming (new and returning) students and their families are interviewed by the administration. This helps for the students and families to understand the school processes and helps administration to assign the most compatible teacher for the student. Many onsite classes are offered and students are encouraged to attend them. Monthly student/guardian-teacher PLP meetings (11 meetings/school year) are scheduled to update the families with the student progress. Post high school goals are discussed during those meetings. Monthly ELAC meetings are organized to keep the EL students and families updated with the school events, processes. The monthly school newsletter is published in English and Spanish, and is open to be published in additional languages when needed. Many of the staff members are bilingual, which helps during the ELAC and PLP meetings.|4|4|4|4|3|4|5|4|4|3|3|4|2021-09-14||2021 39686276119309|Delta Charter|3|As mentioned earlier, one of the essential partnerships we have at Delta Charter schools are our families. Empowering them to feel ownership in their school is absolutely critical in building a community. We have active parent groups within the District that include English Language Learners, Parent Clubs, Booster Clubs, and 4H. We included them in the decisions of the new facility and other aspects of our programs on campus. Our K-8 Parent Teacher Club provides support in art by fully funding professional artists to work with our K-5 students. Our PTC fully funds assemblies and field trips that are fun and educational. As we continue building out our new campus we will certainly rely on this relationship to make Delta Charter Elementary an inviting and positive place to learn. Admittedly, we can include families more regularly in the discussions regarding curriculum, budget, and student achievement. This year we will develop a school site council with parents, staff, and students who meet regularly to assist in keeping our community connected and communicative. With our growth, this presents an excellent opportunity for us to expand our community involvement, which will be essential in order to maintain the Safe, Kind and Fair environment.|Delta Charter K-8 and 9-12 schools are built on a partnership between the District, the school itself, and the families we serve. This is a deeply ingrained trait within our culture and one that we take great pride in. Our teachers are provided ongoing professional development in the areas of instruction, and social emotional learning. These essential targeted areas support our teachers to develop their craft as educators, which as a byproduct, will allow their instructional practice to be enhanced. This benefits the communication between the school and the community because if the goals for learning and the sharing of information is clear then it allows us all to be on the same page and work together. Delta Charter strives to always be communicative, supportive, and informative with our families. As a practice, we conference regularly with families via Zoom, conference call, or email. During those conferences student progress is discussed in the classroom and current NWEA measurements. Concerns are unpacked and an action plan to maximize progress is established. With regards to areas of growth, we have had a significant number of new staff that have not experienced the culture at Delta Charter. As a result, this exposes our culture to a possible breakdown. Developing an induction program unique to our school site that is packaged and ready to roll out for new employees would be something we need to develop and roll out for 2022-2023.|Delta Charter Elementary opened a new campus this year so we are in the “beginning development” and “initial implementation” zone in this category. Delta Charter High School has changed the Administrative team and is also working on beginning implementation of building relationships. Delta Charter has been developing our additional, new, staff in order to continue our Safe, Kind, and Fair culture. In addition to teacher support in PBIS, social emotional learning, and instructional norms, Delta Charter Elementary is developing all paraprofessionals in PBIS, and furthering their tools to support learning in the classroom via our Master Teacher program. This paraprofessional PD is ongoing throughout the 2021-2022 school year The culture at Delta Charter is anchored in maintaining a welcoming environment. We have an active Parent Teacher Club, and utilize an active and well monitored Facebook page to remain connected with our community. Delta Charter’s staff strives to know it’s community members by name and work to meet the needs, and concerns of our families. Once we overcome the restrictions of COVID we hope to offer additional opportunities for our families to join us on campus and plug into the school community even further. We produce a weekly newsletter, communicate via our auto dialer, text and email system to keep families informed on events occurring on campus. With the recent expansion of our elementary school, doubling in size, and the building of our new campus, Delta Charter is diligently seeking out our new families. Campus tours, meet and greets with the teachers, and office staff are just a few ways we get to know our families. We task our teachers in utilizing conferences, google classrooms, and a call rotation to reach out to each parent on a regular basis to better understand the needs of their students. This keeps the lines of communication open and builds a positive relationship between the teacher and family. An important area of growth for Delta Charter is ensuring that our Safe, Kind, and Fair culture remains intact even with our recent changes. Establishing norms and expectations for staff, students, and families has been a challenge and we work daily to refine, and communicate our vision for Delta Charter schools.|2|2|2|3|2|3|2|2|2|2|2|2|2021-09-14||2021 39686350000000|Oak View Union Elementary|3|The District provides many opportunities to seek parent input. The District will continue to focus on increasing participation at these opportunities for all families, including the underrepresented.|The District has made progress in the area of building relationships, especially underrepresented families, to improve academic success. The District will continue to focus on providing opportunities to meet with parents to build relationships to improve the academic success of students.|The District has made progress in meeting the needs of underrepresented families in the area of communication about school events and student academic progress. The District will continue to focus on building relationships with parents to increase parent involvement with activities on campus.|4|4|5|4|4|4|4|4|4|4|4|4|2021-05-20||2021 39686500000000|Ripon Unified|3|#9 and #11 reflect parent involvement in the special ed process. 99.76% was our rating from the SELPA Community Advisory Committee. The state target is 93% For #10 and #12, boxes marked represent the highest percentage of parent responses. 78 parents responded on this part of the LCAP survey. Parents feel we are building the capacity of family members to effectively engage in district advisory groups, but communication has differed due to the pandemic. Parents and guests have not been on campuses due to safety protocols. Committees have continued in the Zoom format.|Boxes marked represent the highest percentage of parent responses. 78 parents responded to this section of the LCAP survey. The survey shows teachers meeting with families to discuss student progress supporting student outcomes as a strength. Districtwide, teachers are taking a deep dive into English learner development standards to improve learning for students, and to be able to discuss student strengths and areas for growth with parents. Each English learner has an ELD standards folder that allows teachers to monitor progress and focus on areas for growth. Distance learning was a reality due to the pandemic, that created challenges for some services.|Boxes marked represent the highest percentage of parent responses. 78 parents responded on this section of the LCAP survey. Ripon USD provides multiple ways for parents and schools to communicate. Bilingual staff provide communication assistance on a daily basis. A current focus is to increase cultural competence activities at school sites providing more opportunities for families and students to share their assets, backgrounds and cultures.|4|4|4|4|4|3|4|3|5|4|4|5|2021-06-28||2021 39686500125849|California Connections Academy @ Ripon|3|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making. It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home. We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We are very proud of our bi-weekly contact rate with our students and their families. We will continue to work to increase this. Additionally, we will find ways to better communicate with our families in their home language.|4|5|3|5|4|5|4|4|4|4|4|4|2021-06-22||2021 39686760000000|Stockton Unified|3|Stockton Unified has reached full implementation in the areas of building capacity and supporting families as they engage in advisory groups and decision making. We have also reached full implementation in providing opportunities for underrepresented groups to add input on policies and programs. Professional development is implemented for families serving on advisory committees that specifically addresses Robert’s Rules of Order and the Greene Act. Tools, such as Qualtrics is used to generate immediate feedback through surveys after advisory committee meetings. An effort to post meetings on various platforms is also being implemented in addition to sharing meeting invitations and agendas with sites. Stockton Unified will share advisory committees information on the F.E.E.O. website, through the mobile app and via school sites.|Data from our Family & Community Engagement Survey revealed most sites are focusing on establishing and maintaining meaningful relationships. We are fully implementing developing relationships between school/building staff and families. Professional Development related to effective communication, family engagement, and how to conduct advisory committees, have been implemented to help foster ongoing trusting and respectful relationships with our families. Full implementation in the following areas have been noted: In general, most staff have created welcoming environments for all families; staff are learning more about our families’ cultures and languages. In an effort to provide opportunities for parents to learn more about services and district structure, district trainings have been implemented such as: Latino Literacy, Reading for Success, Math workshops, Project 2 Inspire, other newly adopted curriculum, and college/university virtual tours. While language barriers still exist in most of our sites, and parents reported difficulty in obtaining interpreters when needed, the LEA continues to hire interpreters/translators in various departments. Further research is needed to increase the use of staff that can provide these services. A new mass notification system has been implemented district wide. This Parent Link allows for effective 2 way communication between schools/buildings and homes. In addition, the use of social media (Facebook) and mobile app such as Remind are also used to sustain communication with families.|Stockton Unified is in full implementation in building true partnerships in our community in the area of providing professional development in terms of family engagement and education. We are in full implementation in our efforts in providing families with information and resources to support student learning and development in the home. Continuous and ongoing parent education is offered monthly through site coffee hours, and other district level trainings such as iReady workshops, Latino and Black Literacy workshops. Our departments are working together to decrease student absenteeism. Furthermore, parent-teacher conference schedules have been implemented to assure parents understand their children’s academic and behavioral progress. In addition to the specific staff training related to parent liaisons and community assists, other stakeholders: administrator’s professional development was implemented to fully sustain their partnerships with families. Professional Development related to building capacity, understanding the difference between engagement and involvement, access and equity, effective communication and how to empower parents in advisory committees are fully implemented.|4|5|4|4|4|5|4|4|4|4|4|3|2021-09-28||2021 39686760108647|Aspire Rosa Parks Academy|3|We have elected our SSC and ELAC and are beginning our meetings. The principal has held listening sessions with parents and works with the Culture and Climate Specialist to communicate with underrepresented families and seek feedback|We encourage all teachers to form partnerships with our families in supporting our scholars. During Student Led Conferences we changed the format of the meeting so students could report to their families what their goals were for the 1st semester and how they were going to go about reaching those goals. We purposefully send all communications out in English and Spanish and provide translators during our student led conferences|We have begun to hold family events for families and their children and have been given feedback that families like and appreciate this and would like more. We started the year by forming an events committee made up of school staff and they have sub-committees which plan the events. At our recent Parent Fundraising Meeting parents asked if they would be able to join the committee meetings to help provide support and determine opportunities to do fundraising. Additionally our SSC has been elected and so has our ELAC.|4|3|3|2|3|3|4|4|2|2|2|3|2021-06-17||2021 39686760111336|Pittman Charter|3|The COVID pandemic has hugely impacted parent in person participation in all school events. The welcoming environment, meetings, committee meetings, social events, etc., has shifted to an online platform.|The COVID pandemic has hugely impacted parent in person participation in all school events. The welcoming environment, meetings, committee meetings, social events, etc., has shifted to an online platform.|The COVID pandemic has hugely impacted parent in person participation in all school events. The welcoming environment, meetings, committee meetings, social events, etc., has shifted to an online platform.|4|4|3|4|4|3|4|4|3|4|3|3|2021-09-28||2021 39686760114876|Aspire Port City Academy|3|Our strength would be hosting all family events for input around organizational values and include, translators. Participation has been a challenge for ASC/ELAC increasing this and maintaining a purposeful focus is our area of growth. Next steps include advertising the topics to be presented and discussed in advance and having staff call to invite families to participate rather than just by electronic mail.|We consistently implement Student Led Conferences with students and families. We have provided parent PD on our SEL program as well as reading, but it has not been consistent by year as far as what is offered. Improving consistency of parent PD and resources provided will be our growth goal.|Schoolwide information is communicated in English and Spanish, however, not all classroom communications are necessarily translated so that would be a point of growth. We are in the initial phases of building staff understanding of family strengths, cultures, languages, and goals for their children. We had parent panel attend our staff retreat, and we are incorporating a monthly cultural focus across campus. We continue to do work around Equity Understanding and its relationship to our work.|4|4|3|3|3|3|5|3|2|2|2|2|2021-06-17||2021 39686760118497|Aspire Langston Hughes Academy|3|Our school's strengths are the consistent student-centered focus across social, emotional, and academic needs of our students and families. We are structuring our team to support continued growth of our programming for engaging our families, including but not limited, ELAC/DELAC, School Site Council, and Pastries with the Principal for our families we serve.|Our school's strengths are the consistent student-centered focus across social, emotional, and academic needs of our students and families. We are structuring our team to support continued growth in professional learning communities and development, including but not limited, grade-level team meetings, content team meetings, student led conferences trainings for the families we serve.|Our school's strengths are the consistent student-centered focus across social, emotional, and academic needs of our students and families. We are structuring our team to support continued growth of our programming for student life and student activities, including but not limited, to student groups and student clubs that reflect subgroups of our families we serve.|2|2|2|2|1|2|2|2|1|1|1|1|2021-06-17||2021 39686760119743|Stockton Early College Academy|3|Stockton Early College Academy continues to utilize parents conferences, and parent coffee hour, and information nights (which include 8th grade outreach, College application, FAFSA and Scholarship information) to improve engagement of underrepresented families. Additionally, SECA utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has a thriving Student Leadership group and numerous clubs which seek to involve students in community service. SECA’s students spend hundreds of hours each year providing direct services to the community. SECA provides opportunities for parents to take part in the planning and improvement of the school through School Site Council, Parent Coffee Hour, and Surveys. While fully implemented and sustainable, SECA strives for continued improvement in the area of parent outreach, particularly for underrepresented families. This two way communication between home and school remains an ongoing area of focus, with particular emphasis on teacher communication with the families of underrepresented students who struggle. SECA’s driving mission is to provide opportunities for underrepresented students and, therefore, engages their families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families regularly participate in advisory groups.|Stockton Early College Academy (SECA) utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families regularly to participate in advisory groups.|Stockton Early College Academy staff make themselves available to students and families through a general open door policy at the administrative level, and an ongoing effort to keep channels of communication open and running between the school and home.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-28||2021 39686760120725|Stockton Collegiate International Elementary|3|Parental feedback and input on an individual basis is a regular part decision-making at Stockton Collegiate. One area of focus could be to develop a regular timeline of surveys on specific topics for both the whole school and for relevant programs, grade levels, etc.|One focus area during the current period of recovery from the ongoing pandemic, is to develop a variety of opportunities for families to explore educational goals, understand the path Stockton Collegiate offers their students to the end goal, specifically four-year college options, beginning in kindergarten.|One current strength is that the size of Stockton Collegiate supports opportunities for each student to be known by teachers and staff, so that the student is not easily lost in the crowd. Personalized attention and support is available.|4|4|4|4|4|4|4|4|3|3|3|3|2021-10-20||2021 39686760120733|Stockton Collegiate International Secondary|3|Parental feedback and input on an individual basis is a regular part decision-making at Stockton Collegiate. One area of focus could be to develop a regular timeline of surveys on specific topics for both the whole school and for relevant programs, grade levels, etc.|One focus area during the current period of recovery from the ongoing pandemic, is to develop a variety of opportunities for families to explore educational goals, understand more completely what Stockton Collegiate offers their students, and how to navigate the path to post-secondary options, specifically four-year college options, at the various stages from grades 6 through 12.|One current strength is that the size of Stockton Collegiate supports opportunities for each student to be known by teachers and staff, so that the student is not easily lost in the crowd. Personalized attention and support is available.|4|4|4|4|4|4|4|4|3|3|3|3|2021-10-20||2021 39686760121541|Aspire APEX Academy|3|Need to improve and seek input from all stakeholders as related to the school decision-making process.|We truly need to work on helping parent aware and explain legal rights outside of SPED! This is an area of research for our whole school, even as the site leader.|We have started new culturally responsive PBIS work in identity of students and families. We are revising rules and building community so students engage via connections|3|4|3|2|2|2|3|1|4|4|1|1|2021-06-17||2021 39686760123802|Health Careers Academy|3|HCA provides families valuable information regarding available resources through School Site Council, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). These events also provide parents and community partners to give input and feedback regarding Health Careers Academy.|HCA provides families valuable information regarding available resources through School Site Council, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). These events also provide parents and community partners to give input and feedback regarding Health Careers Academy.|HCA provides families valuable information regarding available resources through School Site Council, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). These events also provide parents and community partners to give input and feedback regarding Health Careers Academy.|5|5|3|5|5|5|5|4|5|5|5|5|2021-09-28||2021 39686760124248|Pacific Law Academy|3|Pacific Law Academy was able to maintain parent participation on School Site Council during the last year on Zoom meetings. We were able to have a quorum for every School Site Council Meeting. We were able to have guest speakers via zoom speak to our classes. Some of the challenges were getting parent participation for our Tiger Talk virtually. We will continue to use our Website, phone messaging system, and emails to encourage more participation from our parents.|Pacific Law Academy was able to maintain parent participation on School Site Council during the last year on Zoom meetings. We were able to have a quorum for every School Site Council Meeting. We were able to have guest speakers via zoom speak to our classes. Some of the challenges were getting parent participation for our Tiger Talk virtually. We will continue to use our Website, phone messaging system, and emails to encourage more participation from our parents.|Pacific Law Academy was able to maintain parent participation on School Site Council during the last year on Zoom meetings. We were able to have a quorum for every School Site Council Meeting. We were able to have guest speakers via zoom speak to our classes. Some of the challenges were getting parent participation for our Tiger Talk virtually. We will continue to use our Website, phone messaging system, and emails to encourage more participation from our parents.|2|3|3|3|3|3|2|3|2|2|2|2|2021-09-28||2021 39686760139907|Voices College Bound Language Academy at Stockton|3|In addition to our stakeholder engagement, where feedback is collected, Voices started conducting Panorama Surveys, given twice a year, in the 20-21 school year. We will be continuing to use those into 21-22 for students, parents, and staff.|Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.|Voices Academy knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected.|3|3|3|4|3|3|3|3|3|3|3|3|2021-06-10||2021 39686766042725|Nightingale Charter|3|Presently, Nightingale Charter works diligently to ensure that Parent and Family Engagement via- Building Relationships, Building Partnerships for Student Outcomes, Seeking Input for Decision Making Research indicates that students whose parents are actively involved in their education are more successful in school. To help students reach their full potential, parent involvement is not only necessary, but highly encouraged at Nightingale School. Parents of Nightingale students are encouraged to volunteer at least 10 hours during the school year. The contact person for parent involvement at Nightingale School is the principal, Ms. Machuca. Parent opportunities at Nightingale include opportunities for building relationships, student outcomes, and input for decision making via: Volunteer- Need TB and Fingerprint Clearance School Site Council Fall Festival English Learner Parent Advisory Committee – (4x/ Year) Parent Coffee Meetings- (Monthly) Nightingale Academic Teams- NAT Parent Conferences Fundraising- (Student Council, Science Camp, 8th grade activities, field trips and school wide activities) Academic Awards Ceremonies- (every trimester) Character Awards Ceremonies- (every trimester) PBL showcase- annually Nightingale Charter believes that parents and guardians can support the learning environment of the school and their children by: Monitoring student attendance Monitoring completion of homework Volunteering in the classroom Planning and participating in activities at home that support classroom learning- (Nightingale Academic Teams) Attending award/character assemblies, literacy night, math night, Project-Based Learning presentations, family movie night, family dance, and other family events Nightingale Charter has continued to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. Although, the COVID pandemic has hugely impacted parent in person participation in all school events. The welcoming environment, meetings, committee meetings, social events, etc., has shifted to an online platform. We have also included brief in-person meeting for material pick up with safety precautions aligned with our state's mandate.|Presently, Nightingale Charter works diligently to ensure that Parent and Family Engagement via- Building Relationships, Building Partnerships for Student Outcomes, Seeking Input for Decision Making Research indicates that students whose parents are actively involved in their education are more successful in school. To help students reach their full potential, parent involvement is not only necessary, but highly encouraged at Nightingale School. Parents of Nightingale students are encouraged to volunteer at least 10 hours during the school year. The contact person for parent involvement at Nightingale School is the principal, Ms. Machuca. Parent opportunities at Nightingale include opportunities for building relationships, student outcomes, and input for decision making via: Volunteer- Need TB and Fingerprint Clearance School Site Council Fall Festival English Learner Parent Advisory Committee – (4x/ Year) Parent Coffee Meetings- (Monthly) Nightingale Academic Teams- NAT Parent Conferences Fundraising- (Student Council, Science Camp, 8th grade activities, field trips and school wide activities) Academic Awards Ceremonies- (every trimester) Character Awards Ceremonies- (every trimester) PBL showcase- annually Nightingale Charter believes that parents and guardians can support the learning environment of the school and their children by: Monitoring student attendance Monitoring completion of homework Volunteering in the classroom Planning and participating in activities at home that support classroom learning- (Nightingale Academic Teams) Attending award/character assemblies, literacy night, math night, Project-Based Learning presentations, family movie night, family dance, and other family events Nightingale Charter has continued to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. Although, the COVID pandemic has hugely impacted parent in person participation in all school events. The welcoming environment, meetings, committee meetings, social events, etc., has shifted to an online platform. We have also included brief in-person meeting for material pick up with safety precautions aligned with our state's mandate.|Presently, Nightingale Charter works diligently to ensure that Parent and Family Engagement via- Building Relationships, Building Partnerships for Student Outcomes, Seeking Input for Decision Making Research indicates that students whose parents are actively involved in their education are more successful in school. To help students reach their full potential, parent involvement is not only necessary, but highly encouraged at Nightingale School. Parents of Nightingale students are encouraged to volunteer at least 10 hours during the school year. The contact person for parent involvement at Nightingale School is the principal, Ms. Machuca. Parent opportunities at Nightingale include opportunities for building relationships, student outcomes, and input for decision making via: Volunteer- Need TB and Fingerprint Clearance School Site Council Fall Festival English Learner Parent Advisory Committee – (4x/ Year) Parent Coffee Meetings- (Monthly) Nightingale Academic Teams- NAT Parent Conferences Fundraising- (Student Council, Science Camp, 8th grade activities, field trips and school wide activities) Academic Awards Ceremonies- (every trimester) Character Awards Ceremonies- (every trimester) PBL showcase- annually Nightingale Charter believes that parents and guardians can support the learning environment of the school and their children by: Monitoring student attendance Monitoring completion of homework Volunteering in the classroom Planning and participating in activities at home that support classroom learning- (Nightingale Academic Teams) Attending award/character assemblies, literacy night, math night, Project-Based Learning presentations, family movie night, family dance, and other family events Nightingale Charter has continued to provide opportunities for parents to take an active role in their child's education. These opportunities assist in building relationships with families as such opportunities are both for educational and greeting/ getting to know each other. Although, the COVID pandemic has hugely impacted parent in person participation in all school events. The welcoming environment, meetings, committee meetings, social events, etc., has shifted to an online platform. We have also included brief in-person meeting for material pick up with safety precautions aligned with our state's mandate.|5|5|4|4|4|4|4|4|4|4|4|3|2021-09-28||2021 39754990000000|Tracy Joint Unified|3|TUSD has continued to increase the number of parent and family engagement opportunities for decision making. Some opportunities include recruiting and increasing participants for School Site Council, English Learner Parent Advisory Committee, District English Learner Parent Advisory Committee, GATE Parent Advisory Committee, District Title 1 Parent Advisory Committee, and LCAP Community Engagement Meetings. Areas of improvement include: Continue to find ways to communicate with parents effectively to increase parent and family involvement, and to make it easier for parents to attend these meetings.|TUSD strongly values positive relationships with families and has invested in parent liaisons to ensure parents have a resource through which to access information, programs, and services needed for their children. As a result, many school sites have implemented Cafecito meetings with families, administrators, and site parent liaisons to develop and foster positive relationships. In addition, TUSD has continued to develop positive relationships with various key stakeholder parent groups to collect feedback on making families feel welcomed. TUSD hosts events such as: Annual Festival of Cultures, Annual Anti-Bullying Ceremony, DARE Graduations, and many school sites host events for students and families. For the 2021-22 school year, TUSD hired a Community Family Service Advisor to support and provide resources for at risk students and families. TUSD also plans to offer additional parent education opportunities including: College Bound, PIQE, Latino Literacy Project, Adult ESL Classes and Mental Health Family Workshops. TUSD provides parent rights and notices in our online enrollment data confirmation process annually. An area of focus is to provide parents with opportunities to learn and understand their legal rights and how to advocate for students.|TUSD continues to work diligently to find additional ways to communicate and engage with families regarding their child's educational progress. The district currently uses a variety of communication methods such as AERIES parent portal, Remind Me text message app, district and site automated phone and e-mail messages, social media outlets, and the District and School Site website platforms. Communications are provided in both English and Spanish. Each site has a parent liaison to increase outreach and increase engagement at school sites. In addition, AVID school sites host family nights to promote College and Career Readiness. Middle school and high school counselors continue to host family workshops centered around student academic progress and high school graduation/college eligibility. Areas of improvement include: Providing better communication to families regarding existing resources for students who may be struggling academically and social-emotionally.|5|4|4|5|4|4|4|3|4|4|4|4|2021-06-22||2021 39754990139949|Tracy Independent Study Charter|3|TISCS has increased the number of parent and family engagement opportunities for decision making. Some opportunities include orientations, academic counseling symposium, recruiting and increasing participants for School Site Council, Areas of improvement include: continuing to find ways to communicate to parents effectively to increase parent and family involvement.|TISCS values positive relationships. In addition, TISCS has continued to develop positive relationships with various key stakeholder parent groups to collect feedback on making families feel welcomed. TISCS students participate in events such as: Annual Festival of Cultures, Annual Anti-Bullying Ceremony and other school site events for students and families. For the 2021-22 school year, TISCS students have access to TUSD's Community Family Service Advisor to support and provide resources for at risk students and families. TISCS provides parent rights and notices in our online enrollment data confirmation process annually. An area of focus is to provide parents with opportunities to learn and understand many of the nuances of TISCS Edgenuity online platform.|The Tracy Independent Charter School (TISCS) works diligently in finding ways to communicate and engage with families regarding their child's educational progress. TISCS uses a variety communication methods such as Edgenuity student accounts, Remind Me text message app, district and site automated phone messages, social media outlets, and the TISCS site website platform. Communication is provided in both English and Spanish. In addition, TISCS staff works to promote college and career readiness, as well as our counselor hosts family workshops centered around student academic progress and high school graduation/ college eligibility. Opportunities for improvement include: outreach to students regarding academic tutoring resources and resources for students struggling academically and social emotionally.|5|4|5|5|4|5|4|4|4|4|4|4|2021-06-22||2021 39767600000000|Lammersville Joint Unified|3|LUSD seeks input related to policies, LCAP, expenditures, programs and parent engagement from stakeholders through DELAC, ELAC, DAC, Education Committee, Facilities Committee, Safety Committee, Wellness Committee, Citizens Bond Oversight Committee, parent foundations, booster groups and open houses. CTE pathway nights and curriculum fair engage parents in two-way communication related to the academic pathway and program. 83% of families feel the school keeps them well informed about school activities {HKS}. LUSD continues to explore new ways to communicate with families of underrepresented students.|LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities. Weekly newsletters provide parents and families with information related to school and District events. Parent conferences are an opportunity for 1 to 1 outreach and goal setting. Said conferences focus on students who need extra academic assistance and support. Student data is sent home to inform parents of student progress. Regular outreach to underrepresented families occur through the homeless liaison and student services worker. 75% of parents feel welcome to participate at school {HKS}. The homeless and student services liaison support parents who want to advocate or exercise their legal rights.|Healthy Kids Survey {HKS} results indicate 83% of 5, 7 and 9 grade parents believe LUSD schools prepare students academically for success. 86% of the students in grades 5, 7 and 9 believe LUSD sets high standards for academic performance {HKS}. 79% of families believe school encourages them to be an active partner with the school {HKS}. 98% of families prefer school and district communications come via email or other digital delivery system. Student progress is communicated to parents via AERIES parent square, Canvas parent portal and reports from the school and Educational Services division. Moving forward, additional outreach to underrepresented families in the areas of support services and school-related activities and support are priority. Learning in the home is supported through parent trainings and online opportunities. Students who do not have WiFi in the home are provided WiFi by LUSD. Learning in the home occurs regularly as LUSD is a 1 to 1 District in grades 2-12. Counselors at the high school meet with and provide all students/parents with an individualized four-year plan to graduate. Underrepresented families are provided additional academic and social-emotional counseling.|4|4|4|4|4|4|4|4|5|5|4|4|2021-09-01||2021 40104050000000|San Luis Obispo County Office of Education|3|Over the 2020-21 school year, the School Site Councils have had parent and student representation along with full staff participation. Each year both students and parents are surveyed regarding school climate and LCAP input. While the LEA has been able to receive a high rate of input from students, family input remains low. An area of focus is building capacity of and supporting family members to effectively engage in advisory groups and decision-making. The LEA is working to provide professional learning opportunities to staff and families to work towards full implementation of effective engagement in advisory groups and decision making.|Over the 2020-21 school year, 100% of families and caregivers were communicated to in their home languages and 100% of parents/guardians, as appropriate, were involved in the IEP/504/SST processes. An area of focus is to support staff to learn about each family's strengths, cultures, languages, and goals for their children in order to build partnerships for student outcomes. Staff have been trained in building intentional relationships, which includes making contact with each individual family to establish and maintain relationships with the intent of better student outcomes.|Over the 2020-21 school year, 100% of families and caregivers had online access to student achievement and attendance data through the LEA student information system and 100% of the families and caregivers were invited to participate in parent-teacher conferences and/or student meetings. An area of focus is to provide professional learning opportunities and support to staff and families to work towards full implementation of building trusting relationships and creating welcoming environments.|4|4|4|5|4|3|4|4|3|3|3|3|2021-06-24||2021 40104050101725|Grizzly ChalleNGe Charter|3|Key findings from parent meetings and parent surveys were centered around the mission of our program which is more comprehensive than education. Our purpose is to intervene in the lives of at risk youth and as such our parents are largely concerned with a change of attitude, behavior and mindset in their sons and daughters. The key findings from their input is that they are very pleased with the changes their sons and daughters made. Parents are very pleased with the teaching and learning, the facilities, and the overall climate/culture of the school. Parents report that the school is responsive, safe, and welcoming to students and parents. Overall they are very pleased with education and had additional input on those academic goals of our program. Specifically they are impressed with the change of attitude and increased engagement and importance of school in their lives. Parents commented that because we are a residential program they would like to have more frequent opportunities to talk with their sons/daughters, and more prompt replies from our National Guard partners. The survey used was created to specifically relate to our intervention program yet specifically related to the goals of the LCFF and LCAP. We engage our parents and guardians in numerous ways and times. We routinely give opportunities for parents/guardians to provide us feedback and input into school policies and programs through face to face meetings and written surveys in their primary language. One area for improvement is to increase the numbers of parents participating in meetings with staff.|The LEA builds trusting relationships with our families. Being a residential school, with parents and families separated from the work of the student, communication can be infrequent at times but several times a year we meet with parents/families. We learn about the strengths and goals of families through both student reports as well as direct parent communication. An area of focus and improvement is to offer parenting workshops for all families during events that require families to attend the Academy, such as Family Day or Home Pass.|The LEA works very well with families and the National Guard to support student learning and development within the school and in the home. We communicate meaningfully with the guardians of our students on academic and SEL strengths and concerns on a consistent basis. As partners, together with our students' guardians we develop and implement strategies to improve student outcomes.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-03||2021 40687000000000|Atascadero Unified|3|During the 2020-2021 school year, site and district administration have made extra efforts to utilize school and district committees to gather input and share in the decision-making process. Two parent groups have been strengthened to engage our underrepresented families. These include our site based English Learner Advisory Committee (ELAC), and our District English Learner Advisory Committee (DELAC). In addition to these committees targeting our underrepresented groups, we have multiple other groups to engage stakeholders and seek input. These additional committees include: Budget Advisory, LCAP Steering Committee, PTA/PTO, booster groups, Student Ambassadors, and the Superintendent’s Parent Group. As we seek to improve in this area, we will be working to better evaluate the success of these groups in staying informed and providing input.|Over recent years AUSD has invested time and efforts to provide multiple parent nights to inform parents about our academic endeavors and provide parents with resources to support their children at home. We have hosted parent nights around Thinking Maps, Zearn, and multiple Next Generation Science Nights. Events have been supported for families speaking both English and Spanish, the two primary languages in our community. During the 2020-2021 school year AUSD focused its efforts on supporting families with information and resources to support students during distance learning. Resources were aligned with current curriculum and targeted interventions and were sent home regularly to provide parents with the tools they needed to help support the academic needs of students.|Atascadero Unified School District has made great efforts to create a welcoming environment for families and creating 2-way communication between the district and families. AUSD annually administers a local survey to parents, teachers and students in grades 4-12. Results have traditionally shown an increase in the positive perception of all areas surveyed. Supporting staff in learning about family’s culture, languages, and goals for their children is a focus area. This is information we have not gathered and professional development we have not provided. AUSD is exploring effective resources to support administrators and staff in this area.|2|4|2|5|1|3|5|4|4|4|4|3|2021-06-08||2021 40687260000000|Cayucos Elementary|3|During Distance Learning this was difficult to maintain.|During Distance Learning, this was difficult to maintain.|During Distance Learning, this was difficult to maintain.|4|4|3|4|3|4|4|4|4|4|4|4|2021-10-13||2021 40687910000000|Pleasant Valley Joint Union Elementary|3|Our parents are very involved in helping to create and run events that bring the entire community together. Efforts to gather parents to attend meetings about school policies or programs still need to be improved.|The District sends annual communications with parents. These communications let parents know what their rights are. Teachers regularly meet or communicate with parents in both formal and informal settings. The use of the ParentSquare tool helps teachers specifically target their entire class or individual parents. Parents are encouraged to utilize the parent portal on the Aeries SIS system to keep track of their child's grades and attendance.|"We have a very active parent population. In addition, we use ParentSquare to facilitate more frequent and more meaningful communication with all parents regardless of the home language. Our parents all drop off and pick up their children from school each day. This has given us multiple opportunities to have ""parking lot"" conversations with parents frequently as needed."|5|5|4|5|4|4|5|3|4|4|3|4|2021-09-14||2021 40688090000000|San Luis Coastal Unified|3|San Luis Coastal USD has worked hard to engage parents and the community and give opportunities to provide input and participate in decision making. During Covid especially, we have organized parent/community forums, sent out weekly communication both at district level and site level, and held staff forums to keep people engaged and involved. We scheduled meetings with DELAC, Student Senate, District Equity Team, and other groups to elicit feedback. We recorded a presentation on LCAP and provided links to the video and the LCAP survey. Through this multi faceted approach we have reached more families and engaged different stake holders in the process. We continue to look for more and better ways to engage underrepresented families and will conduct specific meetings via zoom to do that this year. We plan to hold specific meetings for Student Senate, DELAC/ELAC, District Equity Team and record screencasts with pertinent information and ways to provide feedback to families in English and Spanish.|SLCUSD continues to strive to engage underrepresented groups in the decision making process. We will initiate a new communication tool to engage parents in the LCAP outreach process to further this goal.|SLCUSD implemented a new district-wide communication tool called Parent Square. This tool allows all sites and the district office to communicate on a common platform to district parents. Sites have 99%-100% use amongst parents.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 40688096043194|Bellevue-Santa Fe Charter|3|BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication. BSFCS is working to encourage increased attendance and involvement of community members for both the Governing Board meetings and PTO by reaching out directly to underrepresented families.|Climate Survey results show that stakeholders indicate that BSFCS stakeholders are satisfied with the education at BSFCS. Climate Survey results indicate BSFCS is safe, teachers are highly qualified, and students are meeting or exceeding standards. BSFCS is working to utilize stakeholder input to update current practices. We are working to improve community connection and understanding of our design, pedagogical practices, budget, and legal obligations. BSFCS is reaching out to underrepresented families to provide information and seek input.|BSFCS holds three conferences a year (goal setting, reflection, and student-led) that bring families and staff together. BSFCS also holds a morning assembly everyday to interact with families and foster community connection. Information is sent weekly by the office, teachers, and by the principal. Information has been digitalized, personal contact is made, and hard copy is made available. BSFCS works to identify families who are underrepresented so that contact can be made to offer services and resources.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-01||2021 40688250000000|San Miguel Joint Union|3|We currently offer advisory councils at both sites. Parents are invited to participate on School Site Council and DELAC. Additionally, we survey our families annually to gather input. We will continue to provide opportunities for all families to participate on these committees. This year our focus will be to increase our parent participation on our LCAP committee.|Both of our schools have Teacher/Parent Committees on which staff encourages parents and community members to volunteer. We work with our families to using surveys and conversations to identify areas of interest as well as how we can best facilitate parental involvement on the committees. We have implemented bi-annual meetings for parents of students with disabilities to increase parental awaremess about opportunities both at school and in the community as well as to seek their input on district descision making. We provide interpreters in Spanish for all meetings as needed. A challenging area at Lillian Larsen is providing interpreters for our Mixteco speaking families. The district will work with the County Migrant Education department to continue to focus on ways to help our indigenous parents feel more connected to the school.|Our district has many forms of communication with our families. We offer a variety of ways for families to be involved in our schools. Although this has been challenging during the global pandemic, we have looked for creative ways for families to participate in their children's education, the decision-making processes of the schools and district, as well as to stay connected to the school community. We have greatly increased our parent communication through our social media platforms and InTouch, ou parent communication system. The use of virtual meetings through the Zoom platform has allowed more parents to attend meetings who otherwise may not have been able to. We have a strong bilingual support system for our Spanish-speaking families who make up a majority of our families. We recognize the need to increase opportunities for our Mixteco speaking parents to participate fully in our schools.|4|4|3|2|4|4|4|4|4|3|3|4|2021-10-14||2021 40688410000000|Templeton Unified|3|Due to the COVID-19 pandemic, TUSD has regularly broadcasted its Board of Trustees meetings via Zoom which has resulted in more participation and feedback from our school community. Additionally, TUSD has requested input from our school community through the use of surveys and specific email addresses for parents, staff, and students to provide feedback.|TUSD has partnered with community organizations such as People's Self-Help Housing to provide our socioeconomically disadvantaged students with extended opportunities to access supplemental instruction. Additionally, all of our district's site principals send their students' families a weekly newsletter to better inform the school community. TUSD remains focused on identifying parents/guardians of students from underrepresented families in our school district to serve on advisory committees such as the TUSD LCAP committee and the schools' site councils.|Templeton Unified School District is a small district located in a very quaint and tightly knit community. Everyone shops at the same markets, eats at the local restaurants and enjoys the local parks and outdoor activities. A cohort of students typically track through their entire public education experience with the same students. Families know families and teachers, with the children of local teachers attending the local schools as well. What effects one family effects the Templeton family. Trust is based on familiarity and confidence. Recent changes in the community have presented the opportunity to develop new ways of reaching out to parents. TUSD is developing methods to build connections with less advantaged families, including language translations, a focus on understanding different cultural traditions and challenges and engaging staff in the development of communication techniques that reach all families.|4|3|3|3|2|4|4|4|3|3|2|3|2021-06-29||2021 40754650000000|Coast Unified|3|Beyond site level School Site Council and English Learner Advisory Committee meetings, Community Engagement meetings have been held to present performance data to the community and to seek input and gather ideas. Plans to deliver in the areas of high interest have been developed and implemented. Coast Unified continues to develop new practices to increase parent and stakeholder involvement and participation.|Coast Unified School District has sought parent and stakeholder input. The district employs one translator (Spanish) at the district level and the front offices of each school site have bilingual support staff.|The district has held trainings for parents/guardians in accessing student performance data. Interpreting the data and assisting students in improvement have been areas of focus. In partnership with San Luis Obispo County Mental Health, parenting classes with the theme of social emotional health have been offered in Coast Unified. Beyond job and subject specific trainings, district staff have also been trained in social emotional learning and its integration into the classroom and campus.|5|5|5|5|4|4|4|4|4|4|4|4|2021-10-14||2021 41104130000000|San Mateo County Office of Education|3|SMCOE's LEA has made progress through the hiring of a bilingual family counselor who daily contacts families, assists in language translation, supports students on our campuses, makes home visits, and discusses resources with families. We still have small engagement in our councils and we need to improve in this area and engage more families in the meetings.|SMCOE's LEA students are high needs students entering our schools through the juvenile justice system or through their needs for mental health services. Slowly we are building relationships with families and supporting them to be part of the student's educational process. We will continue to work on this area through invitations directly by our bilingual families counselor.|SMCOE's LEA have worked to build relationships with all of our families. We support dual language families and students by translating documents, celebrating cultural opportunities, etc. We are in the process of building connection and just purchased Talking Points which translates immediately and transmits messages quickly to families from school staff. We are still working on using this tool more fully.|3|4|4|2|3|3|3|3|3|3|4|3|2021-10-06||2021 41688580000000|Bayshore Elementary|3|The district is actively working with families to increase involvement including providing input in to policies and programs and increasing family engagement activities.|During the pandemic, and distance learning, the district implemented Wellness Coordinators and a Home Visit Team. An area of improvement is to build connections to outside resources to support our families in need.|Strengthening the Family’s Voice in Shared Decision Making - Having a voice in all decisions that affect children: Emerging - Addressing equity issues: Not here yet - Developing parent leadership: Emerging|3|4|3|4|3|3|3|3|3|3|3|3|2021-10-12||2021 41688660000000|Belmont-Redwood Shores Elementary|3|We regularly perform outreach to families through teacher communication, school communication and district-wide communication. We utilize multiple platforms to capitalize on technology (i.e. social media, email, surveys, text messaging, paper fliers). We host site-based gatherings and send personal invitations. We utilize technology tools to create more access (hosting live, hosting webinars, posting recordings) both at the moment of an event, and for post-facto feedback. We have seen a great increase in community participation over the last year, largely contributed to our new use of technology tools like Zoom.|We are a data-driven school district, focused on providing students with the best instruction and interventions available to ensure high outcomes for all students. We have systems in place to create opportunities to partner with families in service of student outcomes, and we follow an MTSS protocol that involves stakeholders early on in the conversation. One area of growth is our ability to offer parent education events to teach families how to effectively advocate for their student(s). We are continuing to use telecommunications tools like Zoom, which through school and community surveys has proven to be appreciated and particularly useful to families who traditionally cannot attend school events due to traffic, work obligations, and the general difficulty of logistics.|As an LEA, we actively seek input from our stakeholders at all levels. We include our principals and teachers in planning discussions, whether it be about vision/mission work or professional development opportunities. We systematically schedule meetings in East Palo Alto/eastern Menlo Park where we have a substantial population of families from a transfer program who are often underrepresented. We have also contracted with Pique to intentionally and strategically outreach to our traditionally underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|3|2021-09-30||2021 41688740000000|Brisbane Elementary|3|Changing student demographics and parent language barriers interfered with the District's ability to move to full implementation in these areas. Staff were also focused primarily on learning alternate instructional strategies and less resources were allocated to parent engagement.|Changing student demographics, having to adhere to pandemic protocols, and COVID-related lack of external opportunities all interfered with the District's ability to move to full implementation in these areas.|The District is committed to building and maintaining open communication with its parent and community partners. These partnerships include many opportunities for engagement and involvement in school and district-wide decision-making. The District is working to increase parent translations for non-English speakers.|4|4|3|4|3|3|4|3|3|3|3|4|2021-06-16||2021 41688820000000|Burlingame Elementary|3|As we build district and site-based teams we are looking at our demographics and pulling in the missing targeted groups. With holding meetings virtually we are able to provide access to a larger group of stakeholders.|BSD has held targeted parent/guardian support events to ensure students that are underrepresented are having a voice in our community. We will continue to focus on outreach to hear firsthand from families what supports are needed for student success.|BSD has started Latinx Family Nights, Families of African American Student Organization, and Asian American/Pacific Islander affinity groups to support historically underrepresented families. Each meeting is presented with translators and other supports including child-care when they are held in person.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-08||2021 41688900000000|Cabrillo Unified|3|Cabrillo Unified School District has demonstrated strengths and growth towards seeking input from stakeholders to support decision-making. Each Title I school site currently has a full-time community liaison to support the principal in effectively engaging families in advisory groups and with decision making. Community Liaisons support both site and district initiatives to increase parent involvement, which in turn, allows for a community that supports collaborative decision making. An area of improvement would be to increase parent involvement from our underrepresented groups of families. This includes families of English Learners, Low Socio-Economic, Foster Youth, Homeless, and Student With Disabilities. We have hired a Family Engagement, Early Childhood, and Special Projects Supervisor to support the outreach efforts to underrepresented families. We will also engage in email/text drives using our Student Information System, which will provide our families with increased communication of events and resources provided to the families in our district.|Cabrillo Unified School District has demonstrated growth and multiple strengths in the area of Parent Engagement. We have structured training, both at the site and district level, building on the Parent Engagement pillar of the Multi-Tiered System of Support (MTSS). For the 2020-2021 school year, we have systematically engaged in district-wide training around MTSS, in particular, parent engagement and cultural competence. Our leadership team has been involved by visiting sites, attending parent meetings, and local parent organizations (Ex: ELAC/DELAC, PTO). All documents are translated into Spanish to ensure there is access in the 2nd largest language represented in our district. At our school sites, newsletters are being created by students and staff which are being accessed by our families. We are also providing information to families more frequently than the typical student progress and report card periods. Community Liaisons at our Title I sites are trained to provide families with support and resources to improve their child's academic and social success. An area of improvement is to increase new communication channels, including email and text message updates to families.|Cabrillo Unified School District has demonstrated strengths and growth towards building partnerships for student outcomes. At the site level, teachers are engaged with data meetings using a Response To Intervention/Instruction Pyramid in order to support students with academic and social interventions. As part of our Multi-Tiered System of Support (MTSS) framework, we have engaged in a focus on measuring literacy PreK-12th grade. We utilize local assessment measures, not limited to Fountas and Pinnell, Acadience, Brigance, and Lexia Rapid Assessment in order to determine. The data meetings also include a review of our English Learner students, including reviewing data to support our reclassification process and interventions for our English Learners. These processes are communicated at various engagements not limited to parent-teacher conferences, 1:1 meetings with parents, PTO meetings, site meetings, and DELAC/ELAC meetings. An area of improvement is to define and develop a process for progress monitoring of after-school, summer school, and home-based interventions as well as provide further coaching regarding techniques, strategies, and planning for designated and integrated ELD.|3|3|4|4|3|3|4|3|3|3|3|3|2021-06-24||2021 41689080000000|Hillsborough City Elementary|3|HCSD continues to show particular strength in supporting principals and staff to engage families in decision making and advisory groups and in providing staff opportunities to work alongside families to plan, design, implement and evaluate family engagement activities at the school and district levels. School sites have robust parent groups and information is shared with families during parent group meetings, principal coffees, and at Board of Trustees meetings. Parents and the community are also engaged in decision-making and planning. Examples include planning for instruction during distance learning, COVID-19 safety planning, returning to school during the pandemic. Families are also included in school site councils and help in developing the School Plan for Student Achievement. An area for improvement is in ensuring that all families, including underrepresented families, feel equipped to engage and provide input on policies and programs and to effectively engage in advisory groups and decision-making. HCSD will specifically reach out to underrepresented families to gather their input and feedback.|HCSD continues to show strengths and progress in building trusting relationships, creating welcoming environments, and using language that is understandable and accessible to families. A focus area for this year will be around supporting staff to learn about each family's strengths, cultures, languages, and goals for their children with a lens on Diversity, Equity, and Inclusion. HCSD continues to have high levels of family engagement. HCSD will continue this trend by specifically reaching out to underrepresented families to ensure they are engaged.|HCSD continues to show strength in policies and programs that allow teachers to meet with families and students to discuss progress and work together to support improved student outcomes. HCSD provides two conference periods and three report card periods throughout each school year. Additionally, K-5 students have Personalized Education Plans that help students, teachers, and parents set and track goals for each elementary student. Translation services are provided during conferences and any other meetings (ex. IEP, 504, Child Study Team meetings) where language may be a barrier. A continued focus area for improvement this year will be to revise the current K-5 report cards to make them more accessible and useful to families. HCSD will specifically reach out to underrepresented families for their feedback.|4|3|4|4|3|3|4|3|4|4|3|4|2021-06-22||2021 41689160000000|Jefferson Elementary|3|Strengths - many opportunities for all stakeholders to engage in discussions. Focus - capture different types of engagement|JESD provides parent /teacher conferences for all Elementary School families and in Middle School families can schedule a conference at any time. We are not scheduling hybrid type meetings so that families have the option on meeting in person or over a virtual meeting platform. Our focus is to creating systems and structures so that all families are able to connect in a way that fits their needs.|Strengths - PTA, Technology workshops for Families, SEL lessons, academics, Site Council, ELAC/DELAC, PIAC, Monthly Parent Cafes, Monthly Book and Art Family Night, Parent Vue (tool to bridge communication between school and families, resource night New focus area - recorded presentations with closed captions in multiple languages.|4|3|3|4|4|4|2|4|4|4|4|4|2021-10-06||2021 41689160112284|California Virtual Academy San Mateo|3|"Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation and Social & Emotional Learning. Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: • Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. • For students, more opportunities to interact in CC sessions • Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. • We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. • The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Two-way communication between parents/families and school, include: • ParentSquare • K12 Learning Coach App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student’s Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participate in future survey. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, stakeholders are asked to provide input on procedures, programs, and policies. An area that will positively impact the school’s culture is Social and Emotional Learning (SEL). In SY 20-21, CAVA will implement a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact upon the school’s culture, all stakeholders are involved in the SEL mission."|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-10||2021 41689240000000|Jefferson Union High|3|One of Jefferson Union High School District's strengths is seeking input through advisory committees. However, we need to improve on engaging parents and guardians outside of these advisory groups, most especially, the parents of English learners, Hispanics, African Americans, and Students with Disabilities. To improve engagement of the underrepresented families, the District and the schools will need to improve its outreach and emphasize the importance of having a voice in their student's education. We also need to cultivate a culture where parents and guardians feel welcomed and valued. Our plan is to create a clear and coherent 2-way communication plan for our parents and guardians to receive information and provide feedback using multiple avenues. In addition, parent committees such as the African American Parent Advisory Committee will be convened.|One of the strengths in this area is that we have begun to train and build the capacity of our administrators and other staff members on how to build and strengthen positive relationships. We have partnered up with Circle Up, an organization which emphasizes the importance of relationships first in order to be able to resolve and repair harm. One area of improvement is to deepen the understanding and appreciation of each family's culture and background. To improve in this area, we need to add staff whose main duties are to reach out and support the underrepresented families.|One of the strengths is staff's openness to receive training in working collaboratively to improve student outcomes. An area for improvement is how to inform the parents/guardians of their legal rights given that many parents and guardians have limited time to participate in school functions. We need to structure our meetings so that they are accessible to parents of varying needs. This may mean multiple meetings with home language translations.|3|3|2|3|3|3|3|3|3|3|2|2|2021-10-05||2021 41689240127548|Summit Public School: Shasta|3|At Summit Shasta, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Shasta is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Shasta utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Shasta has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Shasta has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|5|4|4|4|4|5|5|4|4|3|4|4|2021-06-17||2021 41689320000000|Pacifica|3|In April 2018 Family Survey was given to all parent/guardians to gain parents/guardians perceptions on progress toward seeking input from parents/guardians in school and district decision making. LCAP metrics were created around this goal. The April 2018 Survey Key findings 86% of parents/guardians responded favorably to questions around their input in school and district decision making opportunities. In April 2019, the same survey was given again. The April 2019 findings showed 89% of parents/guardians responded favorably to questions around their input in school and district decision making opportunities. This was a 3% growth from 2018. Pacifica School District Schools have operational advisory groups such as English Language Advisory Committee, Special Education Parent Advisory Committee and Parent Council. These groups advise the School Site Council in development of the School Plan for Student Achievement (SPSA). There is a new advisory committee that has been developed at each school which is the Family Engagement team which is made up of administrator, teaching and support staff and parent representatives from a variety of student groups. They have been charged with bringing in family engagement at their school for the purpose of providing input for school decision making. An area of focus for improvement is having more representation from underrepresented families on school based and district wide committees. This will provide a direct process where underrepresented families can along with all families be informed of the progress and area of needs data for their particular school and district wide in order to provide input on decisions made based off this data.|Pacifica School District builds partnerships with families for student outcomes in a number of ways. Twice during the year all schools conduct Parent teacher conferences that allow time for teachers to conference with families and discuss their individual child's areas of progress and areas of potential growth both academically and social-emotional. These individual student conferences also allow for both a sharing of information and a partnering of school and family in addressing student need. Another Pacifica School District strength in this area is the the information family/ community events around curricular areas and climate related areas. At these events, information and resources are shared to allow families the capacity to support student learning at home. All of these events are planned with the idea to link engagement to learning. Within the past year due to the move to distance learning, the school family partnership around student outcomes has been strengthened because of the necessity for teachers to partner more closely with parents while their children learn from a distance. Through the more frequent communication between school and home and more access to resources to support student learning, the relationships with families and school staff have strengthened. A focus area for improvement is to allow access to all underrepresented families towards true engagement with the school staff. We will do this by developing teams of underrepresented families, administrator and staff at each school that represent these families, and encourage them to have a voice on the various leadership committees and include them in the planning and deliver of engagement events.|The In April 2018 Family Survey was given to all parent/guardians to gain parents/guardians perceptions on progress toward promoting parental participation in programs. LCAP metrics were created around these two goals The April 2018 Survey Key findings 90% of parents/guardians responded favorably to questions around being encouraged and feeling welcome to participate at their child's school. In April 2019, the same survey was given again. The April 2019 findings showed 92% of parents/guardians responded favorably to questions around being encouraged and feeling welcome to participate at their child's school. This was a 2% growth from 2018. Pacifica School District and its individual schools have done a great deal of work in this area as of late. In August of 2019, teams from each Pacifica School District schools participated in a two full day Family Engagement Institute. The overall goal of the institute was to connect family engagement to learning. The outcome of the institute was that each school had an engagement plan that included ways to provide maximum access to engagement events that focused on student learning and improve the engagement of underrepresented families. The teams from each of the schools worked throughout the 2019-2020 school year to execute their plans and to monitor its impact on improving family engagement. At the end of the school year even though school sites were shut down due to Covid-19, the teams met virtually to celebrate the successes and to decide what actions to move forward with in the 2020-2021 school year. The experience of going through this process with all stakeholders involved had the natural benefit of building a trusting relationships with families. Welcome packets have been revised and sent out by different means in order to reach all student families. These packets are as a result of a change in how new families to our district are welcomed and supported in acclimating to both the district and to the school site. Each school site has a welcoming process that allows for families who may have diverse acclimating needs to be supported upfront when they first come to the site. Another strength or area of growth are the growing ways families can both communicate and engage with staff beyond parent teacher conferences or community event such as through social media, classroom newsletters, parent workshops and community building event around culture, climate and language. Area for improvement is around providing more opportunities for the various languages spoken to be represented at the school community events and stakeholder meetings. Partnering with families that can help provide language support at these events and meeting will allow access for these families who represent some of our underrepresented student groups.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-09||2021 41689400000000|La Honda-Pescadero Unified|3|LHPUSD has systems and policies in place to seek input from stakeholders in the development of plans and budget at the district and site level. To increase participation in these forums and to provide less formal opportunities for stakeholder input, LHPUSD holds listening sessions prior to each board meeting for the community to share their thoughts and needs on particular topics.|LHPUSD has policies and practices to support teachers and families build partnerships to support students. LHPUSD is working to develop a more robust delivery system for services to improve the engagement of underrepresented families.|LHPUSD makes communication with families a priority. The district community team works directly with families to ensure that parents and caregivers can access teachers and administrators in the case of a language or cultural barrier. LHPUSD is developing a communication strategy to improve access for all stakeholders to the important information they need to support their children.|3|3|4|4|4|3|4|3|3|3|3|4|2021-11-15||2021 41689570000000|Las Lomitas Elementary|3|LLESD provides opportunities for involvement in decision-making. The District provides resources to parents to support student instruction and offers opportunities for underrepresented groups to provide input in a meaningful and productive way. Surveys from the PTA, school sites, and District are provided annually. During the 2017-18 and 2018-19 school years, discussion of the schedule change at Las Lomitas, community forums, study groups, and a design team were all incorporated to study the schedule at Las Lomitas and design new schedules. In 2019-20 the sites piloted their second schedule and solicited feedback from all stakeholders throughout the year. Throughout the pandemic, the District continued to use surveys, newsletters, and monthly “Virtual Coffees” to communicate with the families and community. Groups such as School Site Council, Coordinating Council, and PTA Executive Board meet regularly to share information and determine courses of action that will provide educational benefit to all students. Spot/Roar are now able to be translated into multiple languages. Correspondances from site administration are also translated into Spanish. An area for improvement would be to have more representation from underrepresented families in these working groups. This item was presented at the June 2, 2021, regularly scheduled meeting of the Las Lomitas Elementary School District Board of Trustees. https://laslomitas.agendaonline.net/public/Meeting.aspx?AgencyID=48&MeetingID=26421&AgencyTypeID=1&IsArchived=True|LLESD works with our parent groups to build trusting and respectful relationships. Participation in our Parent Teacher Association (PTA) is an integrated platform for the collaboration between parents, teachers, and site and district administration. The Las Lomitas Education Foundation is another volunteer organization that plans several events throughout the year to build community and increase the parent, teacher, and administration interface. The parents regularly participate in PTA and Foundation events throughout the year. In a non-pandemic year, both parent organizations and the school sites provide transportation to and from school events for underrepresented families as a way to increase participation and strengthen relationships and provide equitable access to parent engagement opportunities. We also reached out to our underrepresented families to serve on a number of Diversity, Equity, and Inclusion workgroups and professional development, notably Courageous Conversations. Our plan to improve the staff-family relationship and improve the engagement of underrepresented families is to discover barriers preventing families from attending events and create solutions to reduce and eliminate these impediments or innovate creative solutions to work around them. Providing child care and food at these events and moving events into the communities of our underrepresented families are examples of solutions we are investigating. Incorporating more events in our underrepresented families' community is a focus area for improvement.|"LLESD will interview all new English Learner Families in the district to understand their needs and expectations. We will continue to provide meaningful and robust Parent Education in core curricular areas, including Social Emotional Learning and Parenting topics. Our goal is to identify the needs of our English Learner Families to develop the best educational program for the children. We also aim to create as many opportunities for parent engagement and events like ""Coffee with the Principal and Superintendent"" to solicit feedback and address concerns our students and their families face. We utilize our registration platform to create a ""family buddies"" bank of parent and student volunteers to help new families assimilate into the school community. Such new families are often English Learners."|4|4|3|3|3|4|4|4|4|3|4|4|2021-06-02||2021 41689650000000|Menlo Park City Elementary|3|We provide LCAP education and input through a variety of forums: LCAP advisory team, DELAC, Parent Cafe). One area we are focusing on is to improve parent leadership in DELPAC by scaffolding roles and responsibilities in a way that encourages parent participation.|One of our strengths is the well-attended forums parent have to engage and participate in parent education and leadership opportunities that elevate their voice (such as DELAC and Family Cafe). In order to improve their engagement, we will create a group of parents and staff to solicit ideas and strategies to improve engagement of underrepresented parents.|One of our strengths is our bilingual Family Engagement Coordinator who connects and is regularly in contact with our most at-risk students' families about student learning and parent ed opportunities. We would like to continue to increase the number of underrepresented families at school and district meetings by continuing to develop ways to promote their voice and leadership.|5|5|5|5|4|5|5|4|5|4|4|4|2021-06-10||2021 41689810000000|Portola Valley Elementary|3|Our district affords many opportunities for parents to provide input about decisions. We have very active participation in our Parent Teacher Organization and our Portola Valley Schools Foundation. Four of the five members of our Board of Trustees are current PVSD parents and the last members’ children graduated last year. We use a variety of ways to communicate and ask for input from our families: district website and five different social media platforms Superintendent and principal’s newsletters and Coffee chats Superintendent annual report Board of Trustees community listening session parent surveys Superintendent and District advisory committees, such as Superintendent and District advisory committees,Pandemic Response Working Group Superintendent's Advisory Committee Citizens' Bond Oversight Committee Audit/Budget Advisory Committee Superintendent's Roundtable Citizens Parcel Tax Oversight Committee We have developed broad based parent committees to help with the final design process for the construction of new facilities. Based on input from parents the scale of the committees at each site has grown to include parents with specific expertise and interest in each of the areas we are attempting to address in our designs. As we begin to work on our Local Control and Accountability Plan our intention is to also broaden the scope of parent participation in stakeholder discussions. This will include concerted efforts to get input from our VTP families and recruitment from parents in targeted groups at all grade levels. We are striving to make parent education available to all parents, by doing the sessions virtually with the support of our Parent-Teacher Organization.|The annual family survey for the 2020-2021 school year was modified this year to reflect concerns about the reopening of schools and how the district is communicating with families. The end-of-year survey during 2020-2021 (pandemic year) 61.4% of the respondents had no concern about their child meeting the grade level expectations. 59.7% are not concerned about their child’s social-emotional well-being. Communication and building relationships is a high priority for our Superintendent and Cabinet. The district is using parent-education to support student’s social-emotional well-being. Both of the schools' Back to school Night and parent-teacher-student conferences were held virtually instead of cancelling them to help with building relationships to support students. The use of landing pages on the district website helps parents and students to find the weekly academic playlist which gives parents a window into their child’s classroom. The use of Seesaw, Google Classroom and Powerschool let parents and students keep track of assignments and grades. Our district participates in the San Mateo County Office of Education Volunteer Transfer Program (VTP). Students from East Palo Alto who opt in to this program travel a great distance via bus to attend school in our district. It is not always feasible for parents of these students to participate in school activities although a fair number of these parents do volunteer in classrooms or for special events. We usually offer two to three parent nights in East Palo Alto for our VTP families and they are always well attended. However, during the 2020-2021 school year they were held virtually and attendance was negatively impacted. Through the work on our LCAP this year, we hope to increase participation of our VTP families in these sessions.|The annual family survey for the 2020-2021 school year was modified this year to reflect concerns about the reopening of schools and how the district is communicating with families. The survey results about the reopening of schools will be referred to in a later section. 94% of the parents surveyed felt that we were communicating with the correct amount. 91% of the respondents got their information from principal and superintendent newsletters and emails and only 9% used social media to find out what is currently going on within the district. Each school has regularly scheduled Parent/Teacher Conferences which were done virtually last year. In a parent survey, about half of the parents like the virtual conference and the other half would have preferred in person. The Back to School night was also done virtually and an overwhelming majority loved the format. This format continued this current year. Attendance at these important meetings is always high. For students who may be struggling in school and are participating in intervention classes or programs both schools have Student Study Team meetings. Again, participation at these meetings is high. Attendance at IEP meetings is also very high. We are lucky that our VTP parents are committed partners in their children's education and participate fully in these meetings. We will continue to host VTP Family Nights in East Palo Alto in order to engage our VTP families. Topics that we may address in these events may include parent education about community resources available to them in their neighborhoods as well as how to help their children at school through use of the Google Classroom (grades 3-8) and SeeSaw (Grades K-2). We also partnered with Stanford researchers to help gather input on the impact of COVID-19 on student and family health and wellness.|4|4|3|4|4|4|4|4|4|4|4|4|2021-10-14||2021 41689990000000|Ravenswood City Elementary|3|Broadly speaking, all of our families could be considered underrepresented (with over 90% students falling into at least one of the following categories: low-income students, foster youth, or English learners). We continually work to engage all families, in all areas of the educational experience. One of our strengths has been the consistency of the DAC/DELAC and Community in Action meetings, which have occurred regularly to provide opportunities for the community to voice their opinions. Participation at these events fluctuates throughout the year, so an area of improvement will be looking into how we can improve this. Ravenswood has made a lot of progress with the formalization of our SSC/ELAC and DAC/DELAC processes, and the establishment of additional events or committees to support family engagement. We strive to continue the improvement of these structures and systems which will allow more effective communication between schools, the district, and the community of how restricted funds are spend, how families can participate in the decision-making for allocating those funds, and how to become involved in opportunities to design and implement activities at the school and district level. As an example, we have provided a significant number of opportunities for families and other stakeholders to provide feedback and input on our LCAP, and we have utilized this feedback to significantly shape our plan.|Ravenswood's strength in supporting student learning and development in the home is extending our ability to provide access to online curriculum to students at home through providing district devices. This has been critical in supporting the continuity of educational access for all students throughout the pandemic and distance learning. Due to the nature of distance learning, we rely on our families to support student learning and development in the home. We have made progress towards sharing information and resources on how to help their child/ren, as well as providing assistance with technology and software use. Ravenswood will be focusing on improving the provision of professional learning for teachers and principals on partnering with families and building inclusive classroom environments through the actions described in the LCAP (which was developed with significant stakeholder engagement and feedback). As a district, we are also working on evaluating our ongoing partnerships with local organizations and consultants to ensure they support our community’s needs and align with our district goals.|Ravenswood strives to create welcoming environments for all families in the community, and hold family events/conferences at times that accommodate the busy schedules of our families. Due to the pandemic, we also began holding these events/meetings virtually via zoom. Both of these strategies have increased our ability to collaborate with families and increased access for more community members. We aim to continue our regular weekly family workshops to provide connections with local organizations and support increased engagement, particularly of our underrepresented families. We also ensure that our Board meetings, and parent meetings regularly have Spanish interpretation available. While our SSC/ELAC and DAC/DELAC now have the required balanced composition of parents and staff, one of our focus areas for improvement is to increase the participation and engagement of both members and attendees. We want to ensure that we are identifying underrepresented families, and working to address any barriers for them. Ravenswood has also focused on implementing effective 2-way communication methods and opportunities, using ParentSquare. We look to strengthen these areas through the actions described in the LCAP (which was developed with significant stakeholder engagement and feedback).|3|3|3|3|2|3|3|2|2|2|3|2|2021-06-24||2021 41689990134197|Aspire East Palo Alto Charter|3|Capacity-building is always underway with new staff & new families engaging in SSC & ELAC. In addition to SSC & ELAC, families frequently respond via Parentsquare, stop by to exercise Office Hours, reach out via phone, email or text, and come to Coffee with Administrators. We can work to improve elevating family voice through SSC and ELAC participation.|Our program has fairly robust communication system underway through ParentSquare from admin and all staff, ongoing communication via phone and text, student-led conferences, SSC and ELAC. We could work to understand how to better support families to advocate for their students and all students, though that is underway with our family involvement in SSC and ELAC. Focusing on belonging through voice is a vision that spans students, staff, and families. We are consistently encouraging teammates to speak up and remind them how important feedback is.|Our school has spent a significant amount of time developing, training, and coaching teammates on culturally responsive practices. Serving the whole child means knowing who they are, seeing them, and meeting their needs, as well as their families. The strongest student success is made possible with a home-school partnership. An area of improvement is codifying these practices as we continue to see change in school personnel. We can continue to share back to families and continue to listen to their perspectives on becoming more aware of student subgroups and their specific and unique needs. From EL development to SPED training, our professional development for staff and the ways in which we strengthen our inclusive program can continue to be made salient for families.|4|4|4|4|4|4|4|2|3|3|4|4|2021-06-17||2021 41689990135608|KIPP Valiant Community Prep|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 82% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|4|4|4|4|4|3|4|3|3|3|2021-06-02||2021 41690050000000|Redwood City Elementary|3|While this is an area also marked as favorable on district surveys, RCSD is aware that much more needs to be put in place for equity of voice in decision making at the sites. In the 2021-22 school year, additional efforts will be made for outreach, parent trainings, and opportunities for involvement in decision making bodies, both at the site and district level.|Partnerships, while favorable districtwide, were impacted at some RCSD sites, due to the pandemic and limited access to in-person instruction. Personal outreach took place at sites with limited or no access to connectivity and every effort was made to contact and engage families in learning and representation. Classes were held for families in the use of computers, hot spots, logging in to online platforms, and how to help their children at home.|In the surveys sent to families and district staff, the majority of respondents felt that the building of relationships was positive and effective, even during the pandemic.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-30||2021 41690050127282|Connect Community Charter|3|Because we are in frequent contact with parents and have the capacity for bilingual communication, we have the ability to gather feedback related to decision-making. In our monthly community meetings, we ask for feedback, and our weekly newsletter also requests feedback. All staff are involved in creating engagement activities, and we historically have had opportunities for families to volunteer during the school day. Our Board of Directors includes parents with students at the school, so that has also created opportunities to gather input about policies and programs. An area for improvement is increasing the number of families who provide feedback as only a small number of families engage regularly despite the multiple opportunities. One way to do this will be to provide more information about our goals and explain to families how they can help us to meet those goals.|Connect provides ongoing support to teachers and staff to partner with families, and plans to implement some specific professional development in this area in the area of anti-bias training and culturally responsive teaching. Currently, teachers hold conferences every trimester to meet with families and develop an individual learning plan for students. Teachers are also available after school as needed to meet with families. When students are struggling, we provide families with resources to support learning such as referrals to Healthy Cities Tutoring and free attendance to our after school program where tutoring is available. Because many of our families do not speak English at home, these outside resources are essential. To support learning at home, we hold monthly community meetings where teachers speak about school-related topics and how to connect with school. Our weekly newsletter also provides families with information in both Spanish and English. We have a bilingual Dean who is creating a systematic counseling program in conjunction with our school psychologist. They meet with students regularly and reach out to families to connect them to needed resources. Our Dean meets with families to provide them with the tools they need to advocate for themselves. More parent workshops at varying times of the day about how to advocate for their children and support their learning at home will help us improve engagement.|Over 90% of our population is underrepresented families, and we work constantly to find ways to engage them. We use Google Voice texts to send messages to parents, which allows for instant back-and-forth communication about students as well as a way to announce school events. We also send messages using Parent Square. Our whole staff is involved in planning community events throughout the school year that traditionally are open to the entire family in person and have continued online since the pandemic began. Many of our staff are bilingual, which improves our ability to connect with our community - all materials, events, meetings, etc. are translated. Our before and after school program is run by Connect staff who also support in the classrooms, so there is continuity in the relationships students build during the day. That continuity adds to the channels of two-way communication between families and the school. Because our school is small, many staff know a majority of the students and we can work as a team to share background knowledge that helps build relationships. With our focus on SEL, we approach all challenges with the lens of building trust and respect.One focus area for improvement is increasing the number of parents who attend our monthly community meetings, which are currently on line.|4|4|4|4|3|4|4|3|4|3|4|4|2021-06-03||2021 41690050132068|KIPP Excelencia Community Preparatory|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 87% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|4|4|4|4|4|3|3|3|3|3|2021-06-02||2021 41690050132076|Rocketship Redwood City|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals. Additionally, our school has been awarded a California Community in Schools grant which provides funding to support integrated students supports and family engagement.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 41690210000000|San Carlos Elementary|3|Part 3 of 3: SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. During the 2020-21 (and for the 2021-22 school year), SCSD partnered with The Parent Venture to offer families high quality parent education in virtual and hybrid formats. These events are very well attended and followed up with links to resources that are housed on the District and or school websites. There is a need to increase parent education for underrepresented populations in their native language, and this will be a focus for the 2021-22 school year. Given the unique structure and configuration of SCSD (schools for grade levels K-3, 4-5 and 6-8, for just 2700 students), staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both the district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|"Part 2 of 3: A web-based engagement survey was conducted to gather feedback from students in Grades 4-8, staff/teachers and families during April 2021. The surveys were focused on stakeholder experiences during distance learning and their hopes looking forward to a full return to in-person learning for 2021-22. The District acknowledges that this data could be anomalous due to the unique learning conditions during the 20-21 school year. Overall, 1500+ responses were collected (>95%) on the 2021 Student Survey. Further details on goals and actions and methods to improve the engagement of underrepresented families can be found in the LCAP. The survey of students revealed the following results/needs, which were included in the goals sections of the SCSD 2021-24 SCSD Local Control Accountability Plan: LCAP Goal 4: • I set goals for myself and I try to achieve them: 74% of students responded favorably • I can express myself clearly in different ways (speaking, writing, drawing, movement, multimedia, etc.) to different types of people: 81% of students responded favorably • The classwork I receive is meaningful and supports my learning: 78% of students responded favorably LCAP Goal 5: • Overall, I feel like I belong at my school: 86% of students responded favorably • Adults at school care about me: 88% of students responded favorably Teacher Survey: Overall, 95 responses ( 73%) were collected on the 2021 teacher survey. The results identified the following needs/successes: • Staff morale increased since 2019 (67% of teachers replied favorably that school morale is positive at their school, an increase of 6%), but could still use a boost • A continued need for further professional development on integrating technology into teaching practices (57% of teachers responded favorable to this question, an increase of 12% during the pandemic) • 91% of staff responded favorably to the prompt: I feel comfortable going to the principal (or appropriate administrator) if I have a problem. • 98% of staff responded favorably to the prompt: Staff at this school work together to improve their instructional/teaching practices."|Please Note: The responses in these three narratives are meant to be read as one response that will address all 12 areas that make up the three separate priority sections. Part 1 of 3: SCSD is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To this end, SCSD engaged in a comprehensive LCAP engagement process beginning in February 2021. The LCAP provides continuous focus to our district goals, LCAP goals, and efforts to further learning for all students. A web-based family engagement survey was conducted to gather feedback from students in Grades 4-8, staff/teachers and families during April 2021. The surveys were focused on stakeholder experiences during distance learning and their hopes looking forward to a full return to in-person learning for 2021-22. The District acknowledges that this data could be anomalous due to the unique learning conditions during the 20-21 school year. Overall, 1513 responses were collected (54%) on the 2020-21 Family Engagement Survey. The survey of families revealed the following results/needs, which were included in the goals sections of the SCSD 2021-24 SCSD Local Control Accountability Plan, which can be found here: https://drive.google.com/file/d/1oaFnjs1Mk83qy13sZtL_XW0WolPpkdr1/view. LCAP Goal 3: • School staff helps me understand what my child needs to learn to be successful at their grade level: 56% of families responded favorably LCAP Goal 4: • My child has grown in their communication skills since last school year: 57% of families responded favorably • I know how to access additional support for the social and emotional needs of my child: 67% of families responded favorably LCAP Goal 5: • I receive effective communication from my child’s school administration: 85% of families responded favorably • I receive effective communication from the district administration and/or school board: 75% of families responded favorably • My child feels connected to the school and class: 64% of families responded favorably • My child’s school has a positive and motivating atmosphere: 81% of families responded favorably • My child’s school is a caring and nurturing place: 83% of families responded favorably • The staff at my child’s school is sensitive to the issues of diversity, equity and inclusion, which may include (but are not limited to) race, gender, beliefs, sexual orientation and abilities: 74% of families responded favorably|4|4|3|3|3|4|4|3|4|4|3|3|2021-06-17||2021 41690390000000|San Mateo-Foster City|3|SMFCSD implements an LCAP process that provides multiple opportunities for family and stakeholder input into district decision-making. As part of an effort to engage underrepresented families, one input session was held entirely in Spanish in the neighborhood where the majority of our Spanish-speaking families live. In addition SMFCSD supported sites with more guidance and supports to engage families in site-based SPSA input. Next steps are to ensure that district engagements are more culturally responsive and to plan improvements to increase participation. SMFCSD will also support sites to strengthen their engagements for site-based input in similar ways and begin to implement systems for monitoring and providing feedback to leaders on the effectiveness of their SPSA engagements. The district will continue to strengthen the opportunities for parents to provide input on decision making through formal district advisory bodies, such as District English Language Advisory Committee, Special Education District Advisory Committee, Equity Task Force, Sanctuary Task Force, and other district planning groups.|SMFCSD currently provides professional development to staff regularly; however, more attention needs to be paid to building staff capacity for partnerships between schools and families and implementing full-service community school strategies (e.g. legal and health services). SMFCSD’s Sanctuary Task Force in particular is improving partnerships between families and the school, support services, and professional learning strategies. Next steps include building on this partnership and expanding efforts with sites to ensure structures that support school and family relationships.|SMFCSD continues to make progress toward engaging two way communication and positive relationships with our families, communities, and other key stakeholders--particularly with additional community liaisons, expanded translation services, additional engagements in Spanish, and more, translated digital communication. However, the district must continue to devote special attention to students from underrepresented groups including Spanish-speaking families, English learners, and, in particular, Newcomers. SMFCSD will continue to improve 2-way communication by supporting increased use of on-demand translation services, by providing more digital engagement opportunities, and working towards ensuring all schools and district offices provide a warm and welcoming environment. SMFCSD and its schools will endeavor to create more opportunities--whether through parent conferences, school and district training, etc.--for staff to learn about our families’ strengths, cultures, languages, and goals for their children.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-24||2021 41690470000000|San Mateo Union High|3|The District involved families in various formal decision-making bodies like the School Site councils, English Learner Advisory Council as well as District bodies like the PTO council, District English Learner Advisory Committee and District Equity Advisory (which guides the LCAP). We look to ever expand involvement in these groups among the families of our historically underserved students.|The District has a variety of strategies/tactics in place to ensure that families understand their rights and responsibilities. It uses its various digital platforms to inform families of requirements and up-to-date information throughout the year. In addition, the District has a variety of in-person (or on Zoom this year) engagements intended to support families. However, as stated above, the District will redouble its efforts to support the families of historically underserved students and that work is outlined in detail in the LCAP.|The District continues to make strides in effectively engaging all families. Whether it is the staffing of a Family Engagement Coordinator position (whose role is family outreach and support) at each site and at the District Office or it is the outreach in which sites are engaged, the SMUHSD school sites continue to provide outreach to families. However, the it has been made quite evident during this last year that more support is needed. There is a need for more outreach (in the languages families speak) around how to better support families in supporting their children. As a consequence, the District has a significant initiative related to family engagement outlined in its LCAP. More details about this effort can be found there.|2|4|3|3|2|3|3|3|4|3|3|3|2021-06-10||2021 41690620000000|Sequoia Union High|3|The information for this section needs further input from families. Due to the fact that our families did not complete the Panorama survey addressing these specific areas we need to revisit in the year to come. In the previous year’s surveys parents answered the following questions in regards to their input in decision making. The survey indicated an overall rating of 3.0 / 5. The rating was similar across demographics. How often are parents asked to give input in district and/or school decisions? 2.7 / 5 39% of families responded almost never 33% of families responded half the time 16% of families responded almost always 8% of families responded never 4% of families responded always How often does the district/school promote parent participation in district/school programs? 3.3 /5 22% of families responded almost never 32% of families responded half the time 33% of families responded almost always 3% of families responded never 10% of families responded always Each site has a School Site Council (SSC) composed of parents, students, staff, and community members who play an important role in the governance of the schools. In addition, SSC includes a representative from ELAC. Parents who participate in the SSC monitor, review, and approve the Single Plan for Student Achievement (SPSA)/WASC. Recommend the approved SPSA/WASC to the SUHSD governing board. Develop and assess the Site Council budget so that it is aligned with the SPSA/WASC. Allocate categorical and discretionary funding budgets that are consistent with the California Education Code (CDE). Measure the effectiveness of improvement strategies. Reaffirm or revise improvement strategies, goals, and expenditures. Guide, advise, and seek recommendations from various advisory committees. Take any other action required by the California Education Code (CDE). The English Learner Advisory Committee (ELAC) is composed of parents, guardians, and interested community members to represent the needs of English Learners, review School Plan, and make recommendations to the Principal and School Site Council. Parents in the committee learn about various topics ranging from school programs, policies & guidelines, importance of attendance & school participation, academic & graduation requirements, to available resources/activities for students and families. Each site is continuing to increase parent engagement. Various sites have combined their PTSA and ELAC committees in meetings to create bridges across their school communities.|Due to COVID, many community events for parents and stakeholders’ input occurred via Zoom. Some important highlights and areas of improvement to consider from these community engagement events include (connected to LCAP goals): Parents, students and staff feel it is imperative that there be continued provision of one-to-one electronic devices and hot spots (LCAP, Goal 2) Parents, students and staff hope that academic support cohorts would continue and increase to help all students succeed (LCAP, Goal 2) Redwood High School’s community would like to have a UC A-G pathway available to students at their site (LCAP, Goal 2) Students, staff and parents stress the importance of positive staff-student relationships (LCAP, Goal 3) Staff, students and parents believe social-emotional support and community building were especially important right now (LCAP, Goal 3) Mental health support is seen as an important piece of wellness (LCAP, Goal 3) Access to grief counseling for students due to the toll of COVID is a desire of parents and staff. Smaller class sizes are seen as a way to provide more connectedness and support (LCAP, Goal 3) While school is remote, more socially distanced community building opportunities are needed (LCAP, Goal 3). LCAP, Goal 4-The TIDE Community believes their school would be enhanced by the additions of: a school psychologist/designated therapist ,more on-campus activities, after school tutoring LCAP, Goal 4 - To increase parent and community involvement, staff, students and parents recommend: Setting new expectations and opportunities for involvement, Sharing examples of EPAA parent and community contributions, a ways to get involved/contract that outlines “mandatory” meetings vs. nice to have you events LCAP, Goal 4 -To build a stronger college and career program, Redwood discussed:Helping more students meet the college and career indicator, Pre-apprenticeship programs, Unique course offerings that meet college entry requirements LCAP, Goal 5 - To successfully return to campus we will need:Social activities (ex. Campus scavenger hunt, speed friending, club rush), Swivel cameras,9th grade (re)orientations,Senior closure events LCAP, Goal 5 - Innovative practices developed during distance learning that stakeholders would like the district to continue include: Office hours,Flexibility in assignment due dates, Online meetings/webinars (including community engagement nights),Electronic devices for each student so staff can continue using engaging tech tools,Easier communication with staff for parents who did not previously have the technology The district is continuing to improve on parent outreach. The Parent Project will return focusing on critical issues-mental health, substance misuse, social media, and more—that impact the health and well-being of teens. Each site has an ELAC where parents have the chance to engage in issues going on in the district impacting their students as well as provide feedback on the districts LCAP.|SUHSD conducts annual surveys using Panorama. This survey addresses 5 areas: Family Engagement, Barriers to Engagement, School Climate, School Safety, Parent Input/ EL Program and is administered to all families across grades and subgroups. This survey was not administered during the 20-21 school year in order to not to overwhelm families and instead survey parents frequently during Distance Learning about their family and student’s experience and need. The district surveyed families to gather input for the hybrid model and eventual return to in-person learning. Lastly, we surveyed families, students and staff to gather input to design actions that meet our Board/LCAP Goals. Due to the impact of this year, this survey was open for a two week window when we usually have a month. The participation included 3402 parents who completed the survey in English and 427 parents who completed the Spanish version; 421 Certificated Staff and 161 Classified Staff. Some important highlights and areas of improvement to consider from this survey include: 1. Survey participation was not representative across zip codes 2. Parents and students found math, science and English respectively the most difficult subjects to do well in remotely 3. Staff overwhelmingly named time for collaboration as their greatest support needed to help students overcome learning loss. 4. While parents and students prioritized sports as a contributor to student success above safe environment and academic tutoring, staff did not. 5. The most common answer from students in the area of support needed was “none of the above”. 6. Parents and staff prioritized belonging/social connection as a support needed for students, but students did not prioritize it. 7. Half of our stakeholders could not describe our small school offerings. 8. Students were more conservative than parents about when they would feel safe returning to school. 9. 15% of parents and 25% of students who completed the survey are undecided about when they would feel safe returning to school. 10. Students list teachers and friends as the two most important components for their academic success|4|4|4|4|4|4|4|4|4|4|3|3|2021-06-09||2021 41690620112722|Summit Preparatory Charter High|3|At Summit Prep, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Prep is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Prep utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Prep has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Prep has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|5|5|4|4|4|5|5|4|4|4|4|4|2021-06-17||2021 41690620119503|Everest Public High|3|At Summit Everest, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informing a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use these specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Everest is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Everest utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Everest has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Everest has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|4|4|4|3|4|3|5|4|4|3|3|4|2021-06-17||2021 41690620139915|KIPP Esperanza High|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 88% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-02||2021 41690700000000|South San Francisco Unified|3|"SSFUSD has created numerous documents and has provided training to site leaders to assist them in obtaining input from site committees such as School Site Council. During these meetings our staff builds a shared understanding so parents can provide input. We often include ""input sessions"" at most of our parent and district committee meetings. For those parents that were unable to attend we post the slide deck and often the recording of the meeting in case stakeholders want to watch the meeting. An area of growth for SSFUSD is to provide input opportunities on all district and site policies. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continued use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually."|Due to school closures in March 2020, professional learning and support to our staff has been an area of focus. In addition, the Educational Services department and school sites has provided numerous workshops to support student/family use of technology devices, educational online platforms and programs. SSFUSD added an additional staff development day in August 2020 and due to the distance learning schedules students had an asynchronous Wednesday. The Educational Services department provided numerous trainings on Wednesdays and gave staff time to lesson plan as they converted lessons digitally and had to use numerous programs such as Nearpod, IXL, Screencastify, SeeSaw and Google classroom. Our technology TOSA and Director of Student Performance conducted parent workshops on digital citizenship, and specific online programs. SSFUSD partnered with Paper company to provide online tutoring 24/7 for our students in grades 6 - 12. Distance learning made school districts look at current practices, policies and procedures and SSFUSD had to make numerous decisions and changes to practices, and procedures to be alignment with new state laws. An area of growth for SSFUSD is to support families to understand their legal rights. However, our Director of Special Education via the SEPAC presented workshops on this topic and created a website which houses numerous resources for parents that have a student that has an individual education plan. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continue use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually.|One of our LCAP goals is focused on increasing student, parent and community engagement. SSFUSD has numerous district parent committees (AAPAC - African American Parent Advisory committee), DELAC (District English Learners Advisory Committee, SEPAC (Special Education Advisory Committee - started in 2018), student advisory Committee (started in 2021) and (DEI) Diversity Equity Inclusion Committee - started in 2021. At the site level we have numerous committees such as SSC (School Site Council) , ELAC (English learners Advisory Committee) and PTA (site and district). In addition, SSFUSD provides opportunities to obtain stakeholder input on district plans such as the LCAP and ESSER III plans. So, the number of committees at the site and district level in addition to the surveys provides numerous opportunities for stakeholders to give input. However, our numbers at our meetings tend to be low (less than 50) and for surveys our responses rate is less than 15%. Although we've making progress in this area we need to continue to think of additional opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continue use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually.|3|3|3|3|3|3|3|3|3|3|3|1|2021-10-07||2021 41690880000000|Woodside Elementary|3|The LEA has a wide variety of committees and advisory groups for families and staff members to join in order to provide input on policies, programs, and strategies. These opportunities include DLAC, School Site Council, Woodside Inclusion and Diversity Council (WIDC), Strategic Plan Task Force and many others that encompass school programs, events, and logistics. With the support of WIDC, the Strategic Plan Task Force, and DLAC the LEA is working towards improving it's efforts in ensuring underrepresented community members have access to and engagement in all facets of the school community|The LEA has hired a full time EL coordinator who's purpose is to support student learning, staff development, communication between staff and student outcomes, and to communicate with families in timely manners. For instance, the EL coordinator works with the teachers to create Individual Learning Plans that map out a child's strengths and areas to work on with the teacher and this is communicated to the parents three times a year. The LEA sends out progress reports to all families in Middle School in the mid-trimester, as well as the entire school sends out report cards to families three times a year. Twice a year, the LEA schedules parent-teacher conferences to ensure proper communication is provided between home and school.|The LEA is in fully implementation of all areas due to the philosophical understanding that all families, communities, and the students that reside in each are valued members of the community and are respected as such. The LEA is continually working towards improving it's efforts in reaching families and students in multiple languages to ensure the accessibility of all school personnel and information. Specifically, the LEA has hired a translator to support communication between English and Spanish speakers and the LEA is looking to branch out to other language supports. The LEA works with multiple professional development opportunities, speakers, leaders in the community, consultants, as well as creating an Inclusion and Diversity Council to provide education for staff members and opportunities for school staff and families to connect.|5|4|4|4|4|4|4|5|5|5|4|5|2021-10-12||2021 42104210000000|Santa Barbara County Office of Education|3|JCCS believes all parents have the right to provide input on their child’s education, this includes parents from historically underrepresented groups and parents whose child is with JCCS for short-term enrollments (less than 30-days). ParentSquare is the ideal platform to increase our ability to receive input from our parents since it is connected to our student information system which means that regardless of when a student is enrolled the parent and/or guardian receive an invite. During our implementation year of 2020-21, we were able to consistently enroll 88% of parents, in 2021-22 our goal is to increase this to 95%. In addition, we plan to start using the polling feature to elicit more input from our families.|JCCS programs historically struggle with parent outreach since the parent population is in constant fluctuation as youth move in and out of the juvenile justice system. This is also true for SBCEO's JCCS program and we have tried multiple strategies in the past to reach and engage our parents, including holding open houses on the weekends, and conducting parent/teacher conferences over the phone in the fall and again in the spring. The feedback we receive from parents is typically positive. Parents often report that they appreciate receiving input on their child’s progress while incarcerated, however, the feedback we receive only captures a small percentage of our parents, as the information is received during parent-teacher conference weeks in October or April. Since our student population turns over by approximately a third each month, we plan to utilize ParentSquare more fully to keep our parents informed of student progress on an ongoing basis. Currently, only administration is trained on how to use ParentSquare, so teachers will receive professional development in the use of ParentSquare and its functions in fall 2021-22. We anticipate that training teachers on the use of ParentSquare will provide opportunities for them to regularly update parents on student progress and school activities.|Establishing relationships with the families of our students is a priority for JCCS, we take great pride in the process we have implemented to ensure all families are engaged in their child’s education. During the enrollment process, teachers get to know the entire family. Throughout the school year, the teaching staff continues to build relationships by staying in contact with parents, updating them on their child’s progress, and holding conferences as needed. Twice a year we calendar formal parent/teacher conferences when all parents are contacted to provide a progress update. Parents have really responded to this approach and often initiate conversations with the school staff asking for advice on how to assist their child. There is a substantial Mixteco population in Santa Maria, and we are fortunate to have a staff member who is fluent in this dialect to help with translation support for our Mixteco families. For our Spanish-speaking families, our office staff and teaching assistants are bilingual and provide translation service as needed. This past year, we purchased an online communication platform, ParentSquare, which provides information in both English and Spanish has proven to be a resource that has greatly enhanced our ability to regularly communicate with our families. One area we will focus on improving is our 2-way communication between families and educators. This year our primary goal for ParentSquare has been implementation which included enrolling our parents, posting resources, and sending out school-wide updates. In 2021-22 we plan on enhancing our use of ParentSquare to include teacher updates to individual parents and eliciting feedback from our parents.|5|5|4|4|3|4|5|4|4|4|4|4|2021-06-10||2021 42691040000000|Ballard Elementary|3|Because the school is so small, the teachers and staff work very closely with the parents in all areas. An area of growth will be getting back to where the school was before COVID. PTA members and families often work together to plan school activities. The communication between families and the school is good. The PTA does a wonderful job in supporting the school with engaging activities.|The teachers and Mr. Pelletier are very supportive and regularly communicate student progress; both formally in conferences and report cards and casually at pick-up.|The email communication is greatly appreciated. Perhaps the district could look into adding ParentSquare which would allow for text message updates as well. There has been plenty of opportunities to give input and be part of the process for those that have taken the time to participate. The communication between Ballard families and staff is consistent and strong. The Ballard School community works together. There is a lot of family involvement. Ballard is a strong community where everyone knows your name. However, when families have language or socioeconomic barriers, they are often left out of important conversations or it is difficult to connect with them. A focus area of improvement the school could undertake could be connecting with those families and making sure they feel represented and/or part of important planning decisions. Perhaps contacting those families directly would be more effective than email or text.|5|5|5|5|5|4|5|4|4|4|4|5|2021-06-24||2021 42691120000000|Blochman Union Elementary|3|"Blochman Union School District consists of one school, Benjamin Foxen Elementary School, with small class sizes which gives staff the unique ability to build trusting and respectful relationships with students and their families. Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress. An analysis of parental involvement for 2020/2021 revealed the following data: 1. School Site Council meetings a. Goal: 60% parent attendance at meetings. b. Result: Parent attendance at meetings averaged 75% through March, 2021. c. Analysis: Parents are participating in School Site Council meetings. 2. Parent/Teacher Conferences a. Goal: 75% of parents will attend Parent/Teacher conferences b. Result: 97% of parents attended the first trimester parent/teacher conference. c. Analysis: The high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. 3. Parent surveys a. Goal: 50% of parents will respond to parent surveys. b. Result: The pandemic made it more difficult to see parents on a regular basis. As a result, only 33% of parents participated in West Ed’s California School Parent Survey. Of those surveyed, 64% strongly agree and 25% agree that the school allows input and welcomes parents’ contributions. c. Analysis: While we feel we are providing many opportunities for parents to participate in school activities, there are barriers that prevent some parents from being able to participate. Many parents have multiple areas of conflicts that prevent them from being able to participate as much as they would like such as conflicting work schedules, multiple children participating in multiple activities, sports schedules, and transportation issues."|Teachers received training in the Multi-Tiered System of Supports (MTSS) framework and in dealing with the social and emotional well being of students. Well-trained teachers are more effective in delivering educational resources to students. Training builds a teacher’s capacity to partner with families. Effective training enables teachers to provide a multi-tiered system of support that focuses on differentiated learning and individualized student needs, including the needs of underrepresented students. The district provides two opportunities each school year for parents to meet one-on-one with teachers to discuss their student’s progress. These conferences are well attended by parents. The district’s Student Information System provides parents with on-line access to their student’s grades. Parents are encouraged to contact teachers at any time via email or telephone. As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.|Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress. A focus area of improvement would be to improve parent survey participation. Underrepresented families receive additional communication and outreach, as needed.|5|5|5|5|4|4|5|5|5|5|5|5|2021-06-08||2021 42691120111773|Family Partnership Charter|3|Parents are actively engaged in school decision-making by serving on the Governance Board and several parents are employed by the school. Our Parent Advisory Committee meets multiple times throughout the year and accessibility is enhanced through the use of digital media such as Zoom. The PAC is involved in the review of the LCAP and offers input on goal-setting and decision making. Parent support is crucial to the success of our annual, school-wide Science Fair ensuring students have access to the full range of resources they need to complete and present projects in a public forum. The school has increased the retention of students between grades 5-6 and 8-9 by conducting presentations for parents and shadow days for students.|FPCS teachers meet with individual students and parents weekly to discuss academic progress and performance. During the meetings, additional support and intervention is identified and planned if appropriate. The improvement of the student and the effectiveness of the interventions are reviewed in ongoing weekly meetings. Teachers collaborate to share effective student advising practices and receive assistance from coordinators in the event that a student is not making adequate process. Trauma informed and social emotional learning trainings have taken place over the past two years to assist teachers in developing the skills to support the mental health of students. The FPCS blended learning model includes a component of student instruction and practice that takes place remotely. Resources including supplemental material and recording of instruction are provided to parents so they can support their students while they are working outside of the classroom.|"Participation and engagement are embedded in the philosophy and practice implemented by our school community and its importance is manifested in the school's name - Family Partnership. Parents participate actively in the education of their children serving as primary ""teacher/guide"" on home-study days as well as volunteering at school and attendance at special events. As the school's name implies, a ""partnership"" between credentialed teachers is fostered one-to-one with parents to facilitate the provision of instruction in the common-core-aligned curriculum. Meetings between parents and teachers are on-going throughout the year to support parents in understanding the curriculum. These meetings ensure the conversation on each student's success and challenges guide the individual learning plan in place for each child. For the past four years, the school fully implemented the use of ParentSquare - a communication software program that facilitates home to school communication."|5|4|4|4|3|5|5|4|5|4|3|4|2021-06-17||2021 42691120124255|Trivium Charter|3|We are working on implementing a virtual parent education series.|Each student has a Personalized Learning Plan and each student has access to multiple intervention programs. We are currently hiring and training a new Intervention Coordinator|We have developed a strong program for all students whether they are in-person or join remotely. Improving our student tracking of the various choices is an area we are currently improving.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29||2021 42691120137877|Trivium Charter School Adventure|3|Parents have two communication platforms to exchange ideas and provide feedback. We are currently developing a virtual parent education program.|Each student has a Personalized Learning Plan and each student has access to multiple intervention programs. We are currently hiring and training a new Intervention Coordinator.|We have developed a strong program for all students whether they are in-person or join remotely. Improving our student tracking of the various choices is an area we are currently improving.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29||2021 42691120137885|Trivium Charter School Voyage|3|We are creating a parent education series that can be accessed virtually.|Each student has a Personalized Learning Plan and each student has access to multiple intervention programs. We are currently hiring and training a new Intervention Coordinator.|We have developed a strong program for all students whether they are in-person or join remotely. Improving our student tracking of the various choices is an area we are currently improving.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29||2021 42691200000000|Santa Maria-Bonita|3|Access to resource toolkits, technical support, and district staff to promote and bolster effective engagement of families in advisory groups continues to be provided to principals and staff. All 21 schools have School Site Councils (SSC) and English Language Advisory Committees (ELAC) that are continuously involved in site-level decisions and planning. SMBSD has prioritized regular leadership opportunities for existing district-level parent committees including District English Learner Advisory Committee (DELAC), LCAP Stakeholder Team, Migrant Education Programs Parent Advisory Committee, Mixteco Advisory Team, and the SMBSD Parent Leadership Team to review data, determine priorities, and assess the implementation of district-wide efforts related to our stated goals. Targeted efforts include the outreach to families of traditionally marginalized groups and have been designed to garner feedback and input that reflects the voices and lived experiences of all SMBSD families including underrepresented groups in the community. Supporting families with training and technology to ensure access to meetings and other opportunities, as well as to improve engagement in our advisory teams and in the decision-making processes. Families are contacted and remain in regular communication with our family engagement support teams at the district level. These and other outreach efforts have been instrumental in providing valuable input to inform our work related to family engagement activities, support, and development of advisory committees. School sites work independently and in close collaboration with district staff to develop models of effective engagement, including family education workshops, informational meetings, and survey responses.|SMBSD is developing ways to continue to support school staff and improve schools’ capacity to expand the implementation of effective strategies for the growth of partnerships with families. Cross-departmental initiatives to provide families with relevant multiplatform and multilingual content focused on supporting student learning at home were accelerated and developed meaningful support for families during times of distance learning that took place during the 2020-21 school year. The district’s 21 schools continue to offer a variety of opportunities for parents and families to engage with the school community, communicate about student learning and outcomes, and participate in parent education programs. These activities include, but are not limited to, regularly scheduled School Site Councils (SSC) and English Language Advisory Committee (ELAC) meetings, parent education classes, along with various virtual family educational events and workshops. Enhanced communication of multilingual content includes webpages in English and Spanish, informative and instructional videos, automated phone and text messages, written and email correspondence, and individual parent phone calls. In addition, site and district staff have worked with parents to ensure access to and support using the required technology. Learning focused on building the capacity of families to effectively engage with schools and advocate for their students is currently occurring in parent leadership committees including the District English Learner Advisory Committee, LCAP Collaboration Team, Migrant Education Programs Parent Advisory Committee, and Mixteco Parent Leadership Teams and through informative parent communications. SMBSD continues to partner with community organizations to increase connection and access to resources, build feelings of safety and security, and ensure we are fostering positive school climates, student engagement, and parent involvement.|The Santa Maria-Bonita School District (SMBSD) continues to develop the capacity of staff to engage with families through ongoing professional development for all school office staff and through the formation of the Diversity Equity and Inclusion (DEI) team. SMBSD has worked to create welcoming environments for families through ongoing and varied outreach and engagement activities and by supporting the home school connection through expansion of our Community Liaison team to include 40 bilingual staff at all school sites and the district office. Communication and engagement efforts have included expanded multilingual and multiplatform communication, the development and distribution of materials, digitally and in print, that provide information and context for our work and capacity-building outreach to promote student academic success. The authentic engagement of our families continues to be our focus. We are working to ensure we are communicating in meaningful ways and building structures to increase access to timely and accurate data, provide multiple and targeted opportunities for families to give us feedback, and find space to dialogue on difficult issues. These efforts have included the training and equipment to ensure the opportunity for full participation during altered meeting regulations. Parent surveys were distributed to garner feedback from our larger school community related to their needs and perceptions related to actions at the school sites and the district office.|2|4|2|4|2|4|4|3|3|3|4|3|2021-06-23||2021 42691380000000|Buellton Union Elementary|3|BUSD has a strong DELAC which brings in the families of English Learners through community celebration and educational events.|The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events. We are partnered with People Helping People to provide counseling and aid to families in need. To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes online, mobile communications platform called Parent Square. Families of students with IEPs are provided with workshops on how to support their students.|The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events. To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes an online, mobile communications platform called Parent Square. This is our fifth year of implementation and the feedback has been very positive from the community.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-13||2021 42691460000000|Carpinteria Unified|3|Strengths: 88% of parents report that schools allow and welcome parent input. Improvements: 68% of parents report that schools actively seek parent input before making important decisions. Schools will focus on increasing underrepresented families participation in School Site Councils and Parent Support Groups.|Strengths: 93% of parents report that schools encourage parents to be an active partner in their child's education. Improvements: Increase parent participation in Back to School Nights and Parent Teacher Conferences. Schools will reach out to underrepresented families to participate in school events and provide ways that parents can support student learning at home.|Strengths: 93% of parents report that they feel welcome to participate in school events. Improvements: Increase participation of underrepresented families in school site ELAC meetings|4|4|4|3|3|4|4|4|4|4|4|4|2021-06-22||2021 42691610000000|Cold Spring Elementary|3|A transitional kindergarten through sixth-grade parent survey was created with input from the LCAP Advisory Committee and teachers. Parents, staff and the community were all invited to take the survey. The District received 114 responses. This was consistent with the results of the 2019-2020 LCAP survey that received 116 responses. The survey results supported the following priorities: (1)Small Class Size, (2) Classroom Instructional Assistants, and (3) Robust Specialist Program. Parents also value opportunities for Parent Involvement. The survey results guided the 2021-2024 LCAP goals and actions. Additionally, it should be noted there is typically very strong parental support at Cold Spring School that manifests itself through such groups as the Cold Spring Foundation, Parent Club and other local organizations that contribute significantly to the School. There are many opportunities for parents to engage in two-way communication with teachers and staff. The LCAP Advisory Committee met several times throughout the year to review student achievement and provide input into the draft LCAP goals. In addition, an LCAP community survey was used to solicit stakeholder participation and engagement in the LCAP. The Superintendent/Principal reviewed the draft goals and actions with the community during multiple forums, including Superintendent/Principal's coffees and Community forum. Several Board presentations were conducted throughout the year to review student data outcomes and survey results. The goals were later refined by the teachers to be more inclusive of the whole-child approach to teaching and learning. All stakeholders agree the “whole-child” approach is the key ingredient to the district's continued success.|The Cold Spring School has built strong partnerships for student outcomes. Those partnerships include a strong relationship with families to provide a continuum of support to students to support improved student outcomes. The teachers and school staff rely heavily on regular formative assessments throughout the school year to gauge student learning and student progress towards meeting individual goals and mastering the required state standards. Teachers are encouraged to communicate regularly with their students and families about individual progress towards meeting those goals. The Cold Spring School endeavors to engage and include all families, including those that may be underrepresented. Families are engaged through various school activities and invitations to participate on school committees and organizations, including School Site Council, Parent Organization, and Cold Spring Foundation. Except during the Pandemic, parents are encouraged to volunteer in the classroom and participate at school-sponsored events. The District strives to increase family participation through frequent ParentSquare communications and on campus Principal Coffees. Families are provided frequent information about ongoing school activities.|"The Cold Spring School District has one English Language Learner. Every effort has been made to ensure the family feels connected to Cold Spring School. The family has expressed on multiple occasions how grateful they are to be in a loving and supportive community. The teachers connect weekly with families via Parentsquare to share out class goals, objectives and student progress. The Superintendent/Principal works beside classroom teachers to support student success by progress monitoring student goals. The Superintendent/Principal shares out student progress toward benchmark standards in ELA and Math at school Board meetings. There are multiple ways parents can connect in-person at Cold Spring School: Monthly Principal Coffee, Monthly Parent Club Meetings, Monday Morning Assemblies, Volunteering in the Classroom and the multiple special events. The Cold Spring School District has partnered with Franklin Covey's ""Leader in Me"" professional development in order to build trust and respect amongst staff and families. All staff members are reading ""7 Habits of Highly Effective People"" by Steven Covey. The Superintendent/Principal shares professional development highlights with parents during her weekly Principal coffees. In addition, The Superintendent/Principal highlights every student that has a birthday during the weekly zoom assembly by sharing with the entire school what makes that student special to the community. The Superintendent/Principal also shares video clips weekly from the ""Leader in Me"" library with students to reinforce and support a positive school culture and climate."|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-11||2021 42691790000000|College Elementary|3|This area is a focus for the Local Control and Accountability Plan (LCAP) every year. It is also an important part of the strategic planning. The LEA always ensures family input and representation. If needed, translators are provided. Meetings are held and surveys conducted to solicit parent input with decision making and school activities. In addition, ParentSquare is available for parent input. Some of families are willing to participate in these meetings and surveys. There is an effort to engage families but it is usually the same families year after year. It is difficult to get families to engage in the planning process, especially the under-represented families. The district continues to look for ways to communicate with families that don't utilize our surveys and current methods of communication. Regular meetings with or without a planning agenda may help engage some of the families, especially those with a language barrier that find it difficult to navigate the available platforms of communication.|The LEA works on partnering more and more with families every year. Families are provided information and resources to support their student's learning at home throughout the year. The district takes into consideration some of the community and families' greatest needs and uses tools, like surveys, to identify those needs. All school and at home learning information is made available and communicated to families through several modes. Teachers are available to families, in-person 30-minutes prior and 30-minutes post every school day, 24 hours a day via email and 24 hours a day via ParentSquare (with translation). Parent conferences are held with an in-person translator. One area of focus could be PD for teachers on partnering with families. Additionally, parent training/teaching nights could be implemented, where parents have an opportunity to learn how to support their child with school issues and homework.|The district uses ParentSquare as a communication tool and provides paper as needed, with translations available for both. This provides an opportunity for staff to build trusting and respectful relationships with families. Multiple methods of communicating with families have been established. When possible, the district would like to implement cultural and family event nights to get families more involved on campus and build stronger relationships between our district and our families/community. The LEA is very welcoming for all families and the community, inviting all to school events such as Steam Night, sporting events, and sharing school news via Bobcat Tales and on the school's Facebook page. The district is progressing in ways to improve engagement with under-represented families by surveying families, visiting homes, reaching out through social media. Short of creating a professional development focus for staff on multi-cultural education reform, the LEA does an optimal job of encouraging all staff and families to communicate openly. The LEA continues to practice an open door policy with all families and the community. A focus area could be getting to know the families, their cultures and traditions better to help strengthen relationships. The under-represented families engagement could be improved by offering more whole school/family events that feel welcoming without asking for something, money, time, etc.|4|4|3|4|4|4|4|4|4|4|4|4|2021-06-15||2021 42691796118434|Santa Ynez Valley Charter|3|The responses below are based on stakeholder input and are collected from responses to the parent survey sent to all families. Response rate was over 50%. Parent input is found mainly in the work of the Parent Teacher Student Organization that meets monthly to establish events and fundraising in support of the school, its teachers and families. The PTSO is a democratic body that encourages the full participation of families in volunteering, social events and in making decisions to distribute funds in support of school programs. Communication with parents and families is enhanced by the use of ParentSquare, which enables teachers, program leaders and groups to post via email, text or app. A searchable directory of names allows community members to easily connect with one another and provide feedback in the way of comments, RSVPs, volunteer requests, etc. There is also a translation tool. A key use of ParentSquare is to publicize volunteer opportunities to parents, whether chaperoning, setting up and taking down events, helping with sports coaching, working in the school garden or helping in the office or classroom. An area of improvement is to incorporate focus groups for underrepresented families to better involve them in participation and decision making.|The responses below are based on stakeholder input and are collected from responses to the parent survey sent to all families. Response rate was over 50%. A clear indicator of participation in school decision making is that parents make up the majority of the school’s Board of Directors (6 out of 9). The Board oversees school finance and management, sets the policies of the school as well as maintains the mission and vision. The school’s mission is to be a collaborative community of stakeholders, and nowhere is this better exemplified than in the Board, which is comprised of teachers and parents. A focus area of improvement is to highlight resources for parents related to their rights.|The responses below are based on stakeholder input and are collected from responses to the parent survey sent to all families. Response rate was over 50%. The involvement of stakeholders within all levels of the school, including governance, planning, and operations is an important founding principle of Santa Ynez Valley Charter School.There are many ways in which parents are involved in decision making activities as well as in programs, events and fundraising. An area of improvement is to integrate cultural events into the calendar.|5|5|4|5|4|4|5|4|5|5|4|4|2021-06-22||2021 42692030000000|Guadalupe Union Elementary|3|Districtwide equity and cultural proficiency trainings for principals and staff, feedback opportunities after learning events and professional development, SPSA input and feedback support efforts to effectively engage families in advisory groups and decision-making. Parent and family surveys, Community Liaisons, and outreach personnel support family members in effectively engage in advisory groups and decision-making. Virtual participation - with technical and internet connectivity support, LCAP Community Forums, surveys, and stakeholder meetings, ELAC/DELAC, and Migrant Education Parent Advisory Council meetings provide opportunities for input on policies and programs. These efforts will continue as we look to return from COVID restrictions and enable ongoing improvements in all areas.|Professional learning and support to teachers and principals in the areas of virtual communication tools (i.e. Zoom meetings and webinars, Parent Square communications, Google Voice, and Aeries portals), family surveys and polls, equity training, and virtual tutoring services improved school capacity to partner with families. Parent trainings, technology and internet connectivity support services/resources, distance learning student support centers, and monthly parent engagement/training topics provided families with information and resources to support student learning and development in the home. Policies and programs to meet with families and students to discuss progress and improved student outcomes were provided via virtual parent-teacher conferences, virtual participation in engagement events, school reporting and discussions on progress monitoring, shared teacher/family/student goal setting practices, and English Learner Reclassification parental consultations. Site and District English Learner Advisory Committee meetings, Migrant Education Parent Advisory Council meetings and trainings, virtual participation in IEPs and transition meetings, School Site Council and parent input on School Plans for Student Achievement (SPSAs) supported family understanding and ability to exercise their legal rights and advocate for their and all students. Specific policies and practices continue to identify ways to increase participation in parent-teacher conferences, offering personalized engagement and collaboration opportunities between school and home. Communication tools, academic reporting on achievement and progress monitoring, and goal setting are shared during conferences to provide information and options for working together to improve student outcomes.|Community Liaisons, counselors, parents, teachers, administrators, and other classified staff worked together to support families during the challenges of distance learning. Communication and virtual participation tools (i.e. Zoom, Parent Portals and notification apps), interpretation services, personal phone calls, special programs, surveys, and outreach efforts built and improved trusting relationships with families. This has been especially critical during times of COVID-19 challenges and increased needs for positive connections with at-home partners. Respectful relationships are fostered through continued professional development and learning in the areas of equity, cultural proficiency, and family engagement. A focus area for improvement includes the provision of parent engagement opportunities that help support and empower families to engage with the educational program alongside school personnel. Monthly topics have been identified to guide engagement, trust, and relationship building events and opportunities.|3|3|3|4|4|4|4|4|4|3|4|4|2021-11-10||2021 42692110000000|Hope Elementary|3|During the 2020-21 school year, the District convened a Reopening Schools Task Force composed of classified, certificated, and admin staff as well as at least 3 parents from each campus. The team broke into subcommittees to plan for the year and address many questions of how to adjust for COVID safety protocols and policies. This team created the Reopening Plan and Safety Plan for the year. Moving beyond COVID, the district is implementing the Responsive Schools Team to address how to improve culturally responsiveness in our district to ensure that all stakeholders can feel comfortable participating in school district advisory committees and in the decision making process.|The District focused on strengthening capacity to provide remote learning for the beginning of the 2020-21 school year. This included providing resources to both English and Spanish speaking families to help their students at home and with technology. Additionally, the district provided a bilingual family advocate to help families needing community support to deal with housing, unemployment, and COVID related issues. A focus area for improvement is for the district to continue to work on outreach to our Spanish speaking families. We are addressing this in our Responsive Schools Committee.|Hope School District administered the CA Healthy Kids Parent/Guardian survey to all parents/guardians in both English and Spanish in the spring of 2021. The survey sought input to many topics such as satisfaction levels about the quality of education the schools are providing, priorities, areas for improvement, and areas where the schools are excelling. Additionally, there was a separate survey for families with students in the fully remote option for school. The District has several groups implemented which were designed to engage stakeholders and get their input. In addition to regularly scheduled Board meetings, the District held multiple Town Hall meetings with two directed specifically for families with students in Special Education. These meetings are offered with Spanish translation and are designed to promote input from attendees. Other groups used for input are School Site Councils, DELAC and ELACS. The District has initiated the Responsive Schools Team, composed of school certificated and classified staff as well as at least two parents from each campus. The goal of the team is to examine school practices and policies for cultural responsiveness with the idea of ensuring that our district is focusing on the needs of all students.|4|3|3|4|3|4|4|4|4|4|3|4|2021-10-11||2021 42692290000000|Lompoc Unified|3|The District utilizes electronic and paper surveys written in Spanish and English, to gather information. The District takes pride in having active DLAC and LCAP groups, who provide input and steer LCAP activities and programs for English Language Learners. Additionally, School Site Councils and Leadership Teams have a high level of input into site decision-making, family engagement activities and celebrating student success. Focus areas for improvement are structuring increased opportunities for all families, teachers, principals and district administrators to collaboratively plan, design, implement and evaluate family engagement activities at the site and district level. At present a small group of parents from each site are members of the collaborative team. Increasing access for underrepresented parents groups to participate in policy and program development is a goal of the LUSD Team.|The 2019-2020 parent survey indicates that the Lompoc Unified School District's areas of strength for the parent engagement indicators are in building positive relationships between school staff and families, providing parents the opportunity to participate in classroom activities, and communicating regarding success for all students. Areas for improvement include ensuring that all parents at the secondary levels feel their students are safe at school and supporting staff to learn about each family's cultures, language and goals for their children. LUSD will continue to utilize the site and district outreach consultants to make personal contacts with underrepresented families. The district will provide training to the administrative staff on increasing the engagement of underrepresented families in school and district decisions and activities. Two school sites are providing targeting staff training on understanding poverty. Professional development in this area needs to be expanded to all school sites where the majority of students live in poverty. Identified areas for improvement are in supporting families to understand and exercise the legal rights and providing teachers with training to further their ability to partner with all parents in order to assist with homework and planning for college/vocational education.|LUSD parent surveys indicate report that most parents attend school events and parent-teacher conferences. This is a strength of the District. Each school site provides family nights, parent conferences two times per year, and monthly School Site Council and Parent Teacher Meetings (PTA or PTA) opportunities intended to engage the families of all students. The District conducts Parent Advisory Committee meetings, monthly English Learner Advisory Committee Meetings, started a Superintendent's Equity Committee, engaged a committee in planning for a district climate survey, invites students to perform at monthly Board Presentation, conducts parent training, and recognizes students. Parent Square has provided the district with a tool for communicating with parents, although bilingual two-way communication is an area for improvement.|5|5|4|4|4|4|5|5|4|4|4|4|2021-06-22||2021 42692290116921|Manzanita Public Charter|3|Stakeholder engagement is recognized as a critical component of Manzanita's school planning and improvement. It was particularly important from the onset of the COVID-19 pandemic. Throughout the school closure process, and then again, when the school pivoted to virtual learning, ongoing stakeholder engagement was encouraged. Continuous bi-lingual communication, via the school's Parent Square APP, school Facebook page, and Survey Monkey, was created and distributed and allowed for frequent consultation and stakeholder feedback regarding the development of many school plans, including the development of the Learning Continuity Plan. Specifically, MPCS conducted four virtual surveys in April, May, July, and August of 2021 to determine both parent and staff needs throughout the COVID- 19 pandemic. These surveys focused on 5 key areas: Wifi connectivity and electronic device needs; social-emotional support systems; instructional design/platforms; continuity of instruction--preference of in-school/virtual/combination of both; scholar learning loss strategies. The LEA's Superintendent/Principal also hosted two community open forum ZOOM meetings in early August to solicit direction and feedback. Weekly staff meetings were held with staff who were encouraged to share topics and discuss Pandemic concerns as well instructional design challenges. Minutes were provided after each meeting. School leadership continues to meet regularly with its Vandenberg AFB educational liaison to work through military mission demands as they pertain and related to instructional demands for our military families.|Partnering with families is an area of strength for Manzanita. All teachers send out daily and weekly communication to families via Parentsquare. These communications involve home project support, behavioral support, and 'extra practice' opportunities. During Trimester scholar led conferences, parents attend and are encouraged to participate in this interactive process with both teacher and their child. Student progress is openly discussed and collaborative goals, based on formative and summative data, are established. Parents are required to attend school registration fairs, IEP and SST meetings, which all provide them with written notification of their legal advocacy rights. Regular elections are held for School Site Council positions and the LEA meets monthly with parents interested in fundraising and other school-wide program activities. An area of improvement for the LEA would be to explore additional opportunities for supportive learning and development in the home as the COVID-19 Pandemic has created interesting and pervasive learning gaps for many students. One idea the LEA is considering is a home tutoring program.|Through multiple communication platforms, including Parent Square, trimester scholar led conferences, and bilingual front office and counseling staff, the LEA is able to engage in frequent communications with all families. Manzanita's focus area for improvement is centered on guiding and providing stronger community partnerships with local agencies in the supportive areas of public health, social-emotional struggles, and poverty related obstacles which all interfere with regular attendance patterns.|5|5|3|5|3|4|5|4|5|5|3|5|2021-10-20||2021 42692450000000|Los Olivos Elementary|3|Los Olivos Elementary School has a very involved Parent groups called Spartan Alliance and the Los Olivos Foundation. The Spartan Alliance helps with day to day necessities in the classroom. For example, every teacher receives 250.00 for school supplies from the Alliance,. and the Foundation which is made up of parents and community members plan fundraisers to pay for elective course offerings, as well as our technology needs. Although Los Olivos has a low number of English learners 8.3%, We could improve engagement by creating an English Language Advisory Group (ELAC).|Los Olivos teachers are all connected and asked to use ParentSquare on a weekly basis to inform families of assignments, deadlines and general information. The superintendent reaches out to families every Friday at 5:00 via ParentSquare with the weekly update as well as an e-mail to the Board every Friday keeping them up to speed. A strength of our small school is that our faculty and staff know our families, During the Pandemic we were able to quickly shift and provide chromebooks to all of our students as well as hot spots for families that had connectivity issues. We hold conferences in the first trimester with all families and later in the year with those students and families that are struggling n the classroom. We also offered our faculty professional development training in Google classroom last Fall, so that we would all be using the same platform during distance learning. The superintendent attended ACSA Superintendent School last school year and is involved in weekly superintendent meetings with the county superintendent Susan Salcido. Los Olivos will continue to improve in term of engagement of underrepresented families by translating all school forms and continuing to include Spanish translations through ParentSquare.|Los Olivos Elementary School is a tight knit caring community with parents that are highly involved. We communicate weekly through ParentSquare in both English and in Spanish We also survey our families through survey monkey when decisions are being made to include all stakeholders. I believe strongly in an open door policy and will always meet and speak with families if and when the need arises. I am a bilingual administrator and I go out of my way to speak with our Spanish speaking population, I believe this has strengthened the relationship from home to school. Los Olivos will continue engaging underrepresented families by identifying them and communicating with them in their native language.|5|5|4|5|5|5|5|5|4|4|5|5|2021-10-11||2021 42692520000000|Montecito Union Elementary|3|Parents are surveyed annually and invited to participate in multiple committees. Parents and community were intimately involved in the development of our strategic plan. Parents are invited to and participate in school site council meetings and monthly school board meetings as well.|Parents are always provided with their rights and responsibilities for 504 and IEP meetings. An annual FAQ document is developed and published to provide families with answers to common questions about engaging with the school and supporting their child's success. MUS will continue to seek better ways to welcome underrepresented families by looking at translation services and cost structures for optional after school activities.|MUS surveys parents annually across many components of the school and presents and shares this data publicly with the school board. We reflect on scores and make actionable decisions for improvement where needed. We consistently receive exceptionally high marks with most scores above 90% satisfied or extremely satisfied. We continue to seek to improve supporting our english learner families by providing translation for both formal and informal school communication and engagement.|4|4|4|5|4|4|4|4|4|4|4|4|2021-09-21||2021 42692600000000|Orcutt Union Elementary|3|As mentioned previously, the district frequently surveys parents to gather input. This typically is done in association with the development of state and federal plans (LCAP, ESSER III, etc.), but the district also has surveyed parents on enrollment preferences, summer programming, and more. Schools also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school. Parents play a strong role in school and district groups such as School Site Councils, school English Learner Advisory Committees, the District English Learner Advisory Committee, the parent/superintendent group, and the district strategic planning group. The district can generate countless examples of how parent input made an impact on school and district plans.|The Parent Square communication system has exponentially improved the district's ability to apprise parents of information from teachers, schools, and district. Principals, teachers, and office staff have become quite familiar with Parent Square, and school-home communication has increased dramatically during COVID-19. Parent Square is used to promote community resources, parent education opportunities, school and district meetings, and much more. The ability to hold virtual meetings has increased parent engagement. Anecdotally, our district has seen that parent attendance at school meetings, district meetings, parent-teacher conferences, and parent workshops improves when parents have the ability to attend from their own home. As mentioned previously, parent-teacher conferences are held early in the year so teachers and parents can build a partnership. Subsequent conferences are planned as needed. The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. Recent topics have included online components of district curricula, helping children navigate social media, and tobacco/cannabis use prevention. Additionally, the Educational Services Department has posted recordings of meetings and Screencastify videos so parents have continuous access to information on curriculum and learning. At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers.|"School-home communication is a strength in the Orcutt Union School District. In a parent/guardian survey done for the 2021 Local Control and Accountability Plan (LCAP), 87.2% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 76.7% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good."" The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish. Additionally, each school site has the support of a community liaison who facilitates communication with Spanish speaking parents as needed. Schools work to create welcoming environments for families. Parent-teacher conferences are held early in the year so teachers and parents can establish rapport. Community liaisons reach out to parents who speak Spanish to offer ongoing support. The district has a district administrator and counselor who serve as foster/homeless liaisons, and they periodically contact foster care providers and parents to offer assistance. School events largely were not able to occur in 2020-2021 and so far in 2021-2022 due to COVID-19 health restrictions. During non-pandemic times, however, OUSD campuses are busy places with lots of opportunities for parents and families to be a part of the larger school community. The district takes seriously its duty to seek input and ideas from its community. The superintendent has a ""parent/superintendent"" group with representatives of school Parent Teacher Association (PTA) units and other parent groups that meets monthly. Presentations are made about district programs and plans, and parents in attendance have the opportunity to ask questions and make suggestions. The superintendent, district administrators, and principals frequently survey students, parents, and staff on topics ranging from budget priorities to parent involvement to the district's ESSER III Expenditure Plan. Surveys generally are kept brief so more people have time to participate. Supporting staff to meet the needs of students and families is an ongoing district goal. The district partnered with the Orcutt Educators Association and California Teachers Association on a full-day workshop in August that explored the topic of equity and how school practices can be more equitable for all students. McKinney-Vento training on serving students experiencing homelessness has begun, with administrators participating first and other job-alike cadres to follow. During the 2020-2021 school year, school administrators participated in a California School Leadership Academy course focused on equity."|4|4|3|4|3|4|4|3|3|3|3|3|2021-06-16||2021 42692600116434|Orcutt Academy Charter|3|"The Orcutt Academy's most important venue for soliciting and reviewing stakeholder input is its School Advisory Council. The Council includes representatives of parents, teachers, Classified employees, secondary students, and school administration, and the Council includes representatives from OAHS and OAK-8. Discussions are honest and authentic, and students and parents play a key role. As an example, for the past three years the Council has had several discussions about our students' emotional and mental health. Its input on this topic is reflected in the 2021 LCAP document. Meantime, the Academy has surveyed parents throughout the year to gather input for its Local Control and Accountability Plan (LCAP). The Academy also also surveyed parents in association with the development of its Single Plan for Student Achievement (SPSA) to gather information regarding the customer service and sense of caring and responsiveness that they feel from their school. The Academy regularly utilizes bilingual community liaisons to facilitate communication with Spanish-speaking families. Our liaisons have developed very good relationships with families. Information about what is happening in schools, the district, and the English Learners Program is shared at District English Learner Advisory Committee (DELAC) meetings. This school year the district updated its Master Plan for English Language Learners. This was presented at a DELAC meeting and an Orcutt Union School District Board of Trustees meeting. The district superintendent, Dr. Holly Edds, has set a goal to improve district ""branding"" in order to communicate district news and positive developments. The district's efforts with branding in both traditional and social media are allowing more parents and community members to be made aware of what is going on in the district and at the Orcutt Academy. The Academy also has run some social media advertising campaigns in support of enrollment."|The Parent Square communication system has exponentially improved the Orcutt Academy's ability to apprise parents of information from teachers, schools, and district. Principals, teachers, and office staff have become quite familiar with Parent Square, and school-home communication has increased dramatically during COVID-19. Parent Square is used to promote community resources, parent education opportunities, school and district meetings, and much more. The ability to hold virtual meetings has increased parent engagement. Anecdotally, our school and district have seen that parent attendance at school meetings, district meetings, parent-teacher conferences, and parent workshops improves when parents have the ability to attend from their own home. As mentioned previously, parent-teacher conferences are held early in the year so teachers and parents can build a partnership. Subsequent conferences are planned as needed. Information nights for the Academy's annual enrollment campaign were held virtually in 2020-2021 and drew strong attendance. The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. Recent topics have included online components of district curricula, helping children navigate social media, and tobacco/cannabis use prevention. Additionally, the Educational Services Department has posted recordings of meetings and Screencastify videos so parents have continuous access to information on curriculum and learning. Each year parents receive our Annual Notification of Parent and Student Rights and Responsibilities. This outlines legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers.|"School-home communication is a strength at the Orcutt Academy. In a parent/guardian survey done for the 2021 Local Control and Accountability Plan (LCAP), 86.6% of respondents characterized communication from the school about school activities as ""excellent"" or ""good,"" and 79.4% of respondents characterized communication from teachers about their child's academic progress as ""excellent"" or ""good."" The Parent Square communication platform allows for easier school-home communication because it sends messages in the parent/guardian's preferred format (email, text, or voicemail) and translates messages into Spanish. Additionally, each school site has the support of a community liaison who facilitates communication with Spanish speaking parents as needed. The Academy works to create a welcoming environment for families. Parent-teacher conferences are held early in the year so teachers and parents can establish rapport. Community liaisons reach out to parents who speak Spanish to offer ongoing support. The district has a district administrator and counselor who serve as foster/homeless liaisons, and they periodically contact foster care providers and parents to offer assistance. School events largely were not able to occur in 2020-2021 and so far in 2021-2022 due to COVID-19 health restrictions. During non-pandemic times, however, OAHS and OAK-8 are busy places with lots of opportunities for parents and families to be a part of the larger school community. The district and Academy takes seriously their duty to seek input and ideas from their community. The superintendent has a ""parent/superintendent"" group with representatives of school Parent Teacher Association (PTA) units and other parent groups that meets monthly. Presentations are made about district programs and plans, and parents in attendance have the opportunity to ask questions and make suggestions. The superintendent, district administrators, and principals frequently survey students, parents, and staff on topics ranging from budget priorities to parent involvement to the district's ESSER III Expenditure Plan. Surveys generally are kept brief so more people have time to participate. Supporting staff to meet the needs of students and families is an ongoing district goal. The district partnered with the Orcutt Educators Association and California Teachers Association on a full-day workshop in August that explored the topic of equity and how school practices can be more equitable for all students. McKinney-Vento training on serving students experiencing homelessness has begun, with administrators participating first and other job-alike cadres to follow. During the 2020-2021 school year, school administrators participated in a California School Leadership Academy course focused on equity."|4|4|3|4|3|4|4|3|4|3|3|3|2021-06-16||2021 42693100000000|Santa Maria Joint Union High|3|The District's progress in building capacity supporting principals and staff engaging families with decision making has been in the form of various site-level advisory groups. School sites engage families in the decision-making process through school site council, shared decision making, English Language Advisory Committee, and other advisory groups. These groups are supported through the District's LCAP Goal #2, Action 2. The District has built the capacity for parents/guardians to engage in the decision-making process for policies and plans. Parents/guardians participate in District advisory groups, such as the Parent Advisory Committee, District English Language Parent Advisory Committee, and the District English Language Advisory Committee. Parents/guardians have been part of the decision-making process/input for the District's Learning Continuity and Attendance Plan (LCP), annual updates, and the 2021-24 Local Control Accountability Plan (LCAP) through the pandemic. Parents/guardians provided input to the LCP and 2019-20 LCAP annual updates. The District actively engaged parents/guardians in the decision-making process in developing the new goals and actions for the 2021-24 LCAP. The District commends the efforts of our parents/guardians for their participation throughout this academic year. Through stakeholder engagement, the District provided a transparent process for parents/guardians, students, teachers, principals, administrators, and staff in providing input. Due to the pandemic, the District created a process for all stakeholder advisory groups to provide input using a technology platform to collect stakeholder comments where the different advisory groups could view each other comments. The District provided stakeholders the links to continue to provide input and share the links with others. The process created a sense of collaboration with all stakeholders, which became evident in stakeholder advisory groups from the dialogue with each of the groups on the input from others. The transparent process allowed parents/guardians to support the ideas of others on expanding or continue with actions that provided services to students.|The District's professional learning to improve the capacity to partner with families is ongoing. Due to the pandemic, the focus on professional learning was adapting educational technology to student learning. However, professional learning was not tied to the specific principle of supporting family partnerships. However, it did create dialogue for teachers and principals with parents/guardians focused on student learning and acquiring support through the voice of family needs. The District provided families with a variety of information and resources for student learning. The District provided families with information throughout the year on the status of students returning to school and through various updated reopening plans. In addition, the District provided a variety of resources for student learning, especially through the support of educational software programs and the assistance and support of our Technology Teacher on Special Assignment. One of the resources that have gone well with student learning is the District's implementation of online tutoring and the District's continued college-age peer tutoring. The process for monitoring student progress has been in place and continues to provide data to teachers and administrators to support student learning. Teachers are provided with three progress monitoring reports throughout the year to communicate to parents/guardians. In addition, the Santa Maria Joint Union High School District Board of Education adopted the Grade Validation Policy, which allows teachers to validate grades from the spring of 2020 for grades from the fall of 2019. The advocacy for parent/guardian is supported through the various parent meetings through the school sites or the District. Parent/guardians participate in school site meetings, such as the English Language Advisory, School Site Council, school-wide meetings, and our contracted service parent engagement meetings. District-sponsored parent/guardian engagement the District English Language Advisory Committee, Migrant Parent Advisory Committee, and Parent Advisory Committee. Throughout the academic year, parents/guardians participated in advocating for their students throughout the academic year. This year, most meetings were through zoom, where parents/guardians were informed, such as their right to return to in-person instruction, which took place in April.|The Santa Maria Joint Union High School District's capacity to build trust through its relationships with parents/guardians is developed by stakeholder collaboration. Through this academic year of the pandemic, teachers, administrators, and classified staff have outreach to families in various ways. The staff has participated in food distribution meals, parent/guardian conferences, parent/guardian zoom meetings, student achievements, and student events. The District engaged this year with the implementation and partnership with the non-profit United We Lead Foundation supporting our families addressing students' academic needs. There were about 50 families that participated. The United We Lead Foundation will start a new cohort staThe District, through the variety of resources, creates a welcoming environment. Through an outreach process by school sites, staff contacted parents/guardians for students who need academic support to come to school to assist with their learning. There were many home visits done by staff to support student engagement. Also, the California Healthy Kids Survey (CHKS) data, 70% of parents/guardians felt welcome to participate at their school, 87% felt they were treated with respect, and 74% felt that school staff take parents/guardians' concerns seriously. The The District's efforts to learn about our community's families' strengths, cultures, languages, and goals for their students are evolving to a better understanding. The District's Ethnic and Gender Studies (EGS) program is expanding with more course offerings at each of the school sites. The growth of the EGS program is due to sustained professional development. The District has continued support for our Mixteco families with its expanding interpretation services and instructional aides. The District is considering implementing a parent center to support the needs of parents/guardians and increase engagement for the following academic year. Promoting academic student goals, the District is expanding its counseling services with five new counselors and expanding its services for school-based mental health. This year, teachers had over 130 students submit their paintings in a local art gallery reflecting the Latino art game Loteria. Students were taught and inspired by local artists on technique and structure. The District's communication with parents/guardians is a priority. The communication system ParentSquare was implemented this year. The ParentSquare system has created support for parents/guardians for an environment of 2-way communication. This system provides ease of communication through cell phone APPs for communication via text, email, and voice. Messages are provided in English, Spanish, and Mixteco. Through this communication process, parents/guardians participate in District Board meetings, District English Language Advisory Committee, Migrant Parent Advisory Committee, English Language Advisory Committee, and Parent Advisory Committee meetings via zoom.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-08||2021 42693280000000|Santa Ynez Valley Union High|3|Two substantial opportunities exist for parents to help the school identify focus areas for improvement. The first of these is the Western Association of Schools and Colleges (WASC) accreditation cycle which typically happens every six years with a mid-term evaluation at three-years. In writing the self-study, the school includes all stakeholders including parents and students. Care is taken to ensure that parent and student focus groups represent the school’s demographics equitably. The self-study results in the writing of an action plan which takes into account all of the input from stakeholder groups and identifies areas of strength and weakness and lays out a course of actions to address the most notable deficiencies. The second is our tri-annual strategic planning process which is an opportunity for all stakeholders to help identify goals and actions charting the course of the district for the next three years.|Throughout the year, our district utilizes a number of resources to communicate and engage with parents and families. Flyers, newsletters, surveys, parent meetings, websites, ParentSquare and Aeries portal all provide opportunities for families to engage with their school in multiple formats and at different times. Information is provided in both English and Spanish when appropriate. The district continues to seek ways to increase and improve opportunities for parents to engage with the district during the school year.|Annually, our district engages in an outreach process where parents are given voice in the form of the district LCAP survey, advisory group meetings and committees. As a result of the pandemic, meetings transitioned primarily online. The District English Learner Advisory Committee (DELAC) meets several times to discuss the needs of emerging bilingual students. Parent Square is used to send simultaneous voice, text and email messages to all parents or to select groups of parents to increase communication across the district.|4|4|4|4|5|5|4|5|4|4|5|5|2021-10-26||2021 42693360000000|Solvang Elementary|3|The English Learner Advisory Committee, educational foundation committee, Parent Teacher Organization, open board meetings, LCAP surveys, various community meetings, e.g., special education, Safety Committee, and other informal feedback loops, e.g., website and ParentSquare, provide opportunities for engagement. Additionally, the new Juntos program specifically seeks to more significantly engage the district's English learner families. New community meetings designed to improve communication with families of students with special needs will create opportunities to empower these families. Area of improvement: Increase participation of underrepresented families, e.g., Title I and special education.|Many staff members have been trained on how to use ParentSquare to effectively communicate with and engage families. Teachers have learned how to use Google Classroom, websites, and some applications, e.g, SeeSaw to connect with students and families. Teachers were trained on Zoom and successfully used Zoom to keep students engaged, during the pandemic. These tools support parent engagement in learning and in some cases provide online access for the parents themselves to be online as students, e.g, Imagine Learning English. Through Student Study Teams, many students and families actively engage in a collaborative process to reflect on student progress. Teacher-parent conferences also support engagement. Additionally, the Juntos coordinator and Student Services director actively reach out to parents to support students and families. Annual notifications concerning parent rights, as well as at Individual Educational Plan meetings, where notification of rights is provided, seek to make parents aware of their rights and ability to advocate for their children. The website also contains information about rights. Focus area for improvement: Further develop the new student-services community meetings.|The Juntos program is staffed by a bilingual coordinator, who actively reaches out to our Spanish speaking families to ensure that they are heard, engaged, and a significant part of their child's education. The Juntos coordinator works in collaboration with our English learner program that is staffed by a director and an additional fulltime teacher. The EL director facilitates regular meetings with our EL families, as does the balance of the EL staff. Periodic community meetings focused on families with students, who have special needs, seek to more thoroughly involve these families in the life of Solvang School. A Student Services director facilitates various programs, e.g., special education and counseling that seek to make connections between the families and school Activities seek to cultivate positive relationships, a warm environment, improved academic achievement, and in some cases cross-cultural understanding. With the help of interpreters, electronic translation tools, and embedded translation, school information is accessible. The district also maintains a strong relationship with the Parent Teacher Organization and its educational foundation. Focus are for improvement: Website improvement.|4|4|3|4|4|4|4|4|4|3|4|4|2021-11-17||2021 42693440000000|Vista del Mar Union|3|The coordinated involvement of the Superintendent/Principal, staff, teachers, and the parent/community (stakeholders) is central to parent and family engagement at Vista de Las Cruces School. Through written communications (i.e. Parent/Family Handbook, ParentSquare, Newsletters,) and in-person Back to School Night, recruitment announcements for parent involvement in multiple parent advisory groups are extended and continues to be built. Involvement and representation includes LCAP, ELAC, Vista Volunteers, Vista Foundations, Reading For Everyone, and School Site Council. While the student enrollment is small, the strength of the school is its community and the ownership and pride extended for a well-rounded educational program for all students. The goal is that each family and a staff member is represented on at least one of the committees as a part of the extended partnership between school and families. We are proud of our diversity. While the dominant language in the District is English, and English Language Learners represent 16% of our student population, the District is committed to accelerate the achievement of our ELs, low-income, and foster youth students by integrating the work of all of the committees that promotes family engagement activities on campus (i.e. chili suppers, hamburger cook-outs, arts and theater programs, fundraising events,) and input for the types of activities that will increase student participation in after school programs.|The alignment between each learning goal and creating actual items or tasks that includes rigor (DOK cognitive levels) of the item or task and the context or relevance that sets up the item or task requires students having access to the tools and materials combined with developing or clearly laying out clear criteria of what the learning expectations are for the learning goal so that students know what is foundational to their growth in achievement as learners and as responsible citizens. At the beginning of the school year, and throughout the school year, the core values a) student focus, b) accountability, c) transparency, and d) ethical leadership requires inclusive planning processes to involve stakeholders (i.e. students, parents, and staff) and ownership to support all families and all students. Student led parent-teacher conferences are an example of students' leading and informing their learning.|Students attending Vista Del Mar Union School District come from a cross-section of socioeconomic levels, cultural backgrounds, and family structures. The District, a historic cornerstone of the community, is dedicated to guaranteeing students a safe and positive environment from which they will emerge as well-rounded, forward thinking citizens and challenges all students to their full potential as a learners. Vista is a close-knit family and relationships are at the core of the school's history. Voice, choice, equity, access and opportunity for all students includes teachers planning how to communicate the intentional learning outcomes that students will achievement and the next steps that will help students to improve and continually strive to reach their highest potential. As a part of the teacher-assessing cycle, teachers introduce to students the learning targets and continue to discuss and evaluate with them throughout the unit to check for their skill development and levels of proficiency. During Parent-Teacher-Student Conferences, evidence of student work on the learning targets are reviewed with student led conferences with their parents and teacher. A rubric (scoring scheme) has been introduced in reading and writing workshops that reflects the level of students' learning and strategies that foster student investment by setting learning goals and self-reflection that demonstrates high quality work and descriptive feedback. Interpretation services to support parents and a parent support group to include their voice with the students' learning experiences through multiple measures is focused to close literacy and career opportunity gaps. Parents, students and staff members, as well as Board members, have continually advocated for focus on healthy and safe environment that will engage, support, and challenge students -- a Whole Child Approach. Parents, students, staff have consistently advocated for continued work on kindness, respect and integrity across the school. A focus on character is not only important for school climate and attendance, but it is also the basis of our character education program centered on relationships built on high trust and mutual respect. Habits of Mind, Mindfulness/Growth Mindset and yearlong character education curriculum so that teachers have relevant, impactful resources in order to ensure students' social, emotional, and behavioral growth and success. Mornings every day begin with a school-wide assembly followed by classroom morning meetings for time to connect and the tone to create a personalized learning environment.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-17||2021 42750100000000|Cuyama Joint Unified|3|The school board encourages input but is not always able to act upon this input.|The district needs to do a better job of building partnerships with families.|Although translators are always available for parents, the LEA does little to help with communication between teachers and families. Families do not always feel welcome by some board members. An area of focus could be to Invite families to school site activities which reflect the cultures of the families.|3|3|3|3|3|3|3|2|3|3|3|3|2021-06-24||2021 42750100138891|California Connections Academy Central Coast|3|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making. It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home. We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We are very proud of our bi-weekly contact rate with our students and their families. We will continue to work to increase this. Additionally, we will find ways to better communicate with our families in their home language.|4|5|3|5|4|5|4|4|4|4|4|4|2021-06-22||2021 42767860000000|Santa Barbara Unified|3|SB Unified regularly engages with multiple parent and community stakeholders. Multiple surveys are sent out to families to illicit input regarding many aspects of the educational setting. Some groups that contribute to decision making and provide insight are: SB Unified Parent Advisory Committee, SB Unified Classified and Certificated Staff, the District English Language Advisory Committee and the local governing board. School sites regularly engage with parents on School Site Council and ELAC to review and the formation of meaningful goals and plans. They approve expenditures relative to school improvement. Finally, a variety of groups are able to attend and communicate input at local board meetings. The district's Parent Advisory Committee is a group who supports parents and allows for a supportive forum for two-way conversation regarding student needs, educational benefit and student rights. Santa Barbara Unified Parent Advisory Committee (PAC) provided feedback for the LCAP. SBUSD recruited parents to participate with this year’s Parent Advisory Committee. The PAC had 67 parents register to participate with the committee, and for the first time, each registered parent committing to be involved were accepted to be member of the PAC. The total membership of the PAC consisted of 67 members. The PAC members proportionally represented the student population of SBUSD. The PAC members consisted of 62.7% Latinx, 31.3% White, and 6% Other. The PAC members home language consisted of 48.5% Spanish, 46.5% English, and 5% other. Additionally, out of the total members of the PAC, 23.5% were designated as Homeless, 39.7% were designated as low income, and 55.9% represented their children who are or were Emergent Multilingual Learners. Half of PAC members were participating with LCAP PAC for the first time. The PAC virtually met four times for 90 minutes on March 30, April 19, May 3, and May 17, 2021. After the first meeting, parent members received Informative Reports before meetings 2, 3 and 4 to help facilitate dialogue and recommendations. Although in place, the feedback gleaned by parent survey expressly asked for continued school and district parent workshops with interpretation. Feedback also reflects a desire for increased interpretation and translation opportunities for families, staff and students at sites.|During distance learning, SB Unified deployed a variety of supports to empower and enhance family partnerships to support student participation in instruction. SB Unified distributed iPads and/or Chromebooks to all students in PreK-12. Additionally, we worked with local internet providers to get reduced options and financial assistance for families, pushed out hotspots to families, and worked with community partners to ensure internet access through the SOAR campaign. Additionally, we provided teachers with the technology they needed to teach in distance, hybrid and in person settings, including webcams, microphones, monitors, etc. The Family Engagement Unit supported extensive outreach for surveys and helped families through the family engagement unit hotline which operated from 7am to 7pm Monday through Friday. The Family Engagement Unit conducted several districtwide family forums and workshops in support of communicating the most recent shifts and changes to distance and in-person learning. Secondary newcomer students were provided an additional device (Chromebook) to support their ability to Zoom on one screen and engage in tasks on another and avoid the challenge of multiple tabs on one screen. An identified area of focus is to continue to foster student learning and wellness by strengthening family partnerships. To improve district partnerships with families, the District Family Engagement Unit and Site Family Engagement & Partnership Liaisons will implement comprehensive parent education that builds parents’ understanding and involvement in matters that directly support unduplicated student achievement and wellness. These and other actions will help to develop a holistic community of support and involvement, creating more accessibility, and increasing personalized support for unduplicated students.|"Some examples of two-way communication opportunities, providing a welcoming environment and family support; the district has a designated Family Engagement Unit. During distance learning, The Family Engagement Unit conducted several districtwide family forums and workshops in support of communicating the most recent shifts and changes to distance and in-person learning. Language Access was provided with minimal interruption after school closures in March 2020. All school and district meetings are conducted with language access by design through site-based bilingual staff, district interpreter/translators, and ASL interpretation at Board meetings. Secondary newcomer students were provided an additional device (Chromebook) to support their ability to Zoom on one screen and engage in tasks on another and avoid the challenge of multiple tabs on one screen.The Family Engagement Unit supported extensive outreach for surveys and helped families through the family engagement unit hotline which operated from 7am to 7pm Monday through Friday. These practices have been leveraged as in-person instruction has returned to SBUSD to continue to engage our families. With regard to CHKS report, data reflective of parents reporting they strongly agreed to ""Promotion of parental involvement"": District: 33%, Elementary 42%, Junior High School 31% and High School 27%. The 2023-2024 goal indicates a need for growth in this area of at least 20% as reported in each grade. This continues to be an area of focus."|4|4|3|4|3|4|4|4|4|3|4|3|2021-06-22||2021 42767866045918|Peabody Charter|3|The membership of Peabody's School Board is primarily made up of parents at the school. These members are ultimately the ones who make the final decisions with regards to policy and fiscal issues, as well as a host of other topics. Peabody's Parent-Teacher-Staff organization is run by parents and provides a monthly forum to gather input and feedback from the parent-body. Peabody's English Learner advisory council is run by staff, who work with parents to provide parent education, solicit feedback on school efforts, and identify ways to support the school. Peabody's Foundation is run by parents who support the school through grant writing, fundraising, and community development. Put together, these groups ensure that there is a flow of information between the school and the community.|Founded on an expectation that the school and the families it serves would work together for the betterment of all the children in the school, Peabody has a long history of parent participation and input. With several in-person opportunities - conferences, committees, boards, associations, and school activities - as well as utilizing 21st-century communication tools that are accessible and easy to use, Peabody has many venues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Peabody has also embraced the collecting and sharing of ongoing formative assessment data that is shared with families regularly, along with suggestions, tools, and resources for parents to support their child(ren) at home. Seeing communication as an important and essential form of transparency, parents are also aware of and able to exercise their legal rights and advocate for their own students and all students.|Peabody has reached full implementation toward making continual progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This happens using established practices and tools. For example, Kindergarten teachers still perform home visits prior to the school year starting to introduce themselves, meet the child and their family, share vital school information, and begin the process of establishing a home-school relationship. These visits are conducted in the primary language of the child's home. These initial efforts are reinforced with a back-to-school night, which happened virtually this year due to the pandemic. This event informs parents of not only aspects of the year-long journey that will take place in the classroom, but also to the workings of the school as a whole. This helps parents to understand how they can be involved, and how they can access the opportunities and resources provided by the school.|4|4|3|4|3|4|4|4|4|4|4|4|2021-10-14||2021 42767866111603|Santa Barbara Charter|3|Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions. Parents were surveyed about their budgeting priorities in March 2020. The information from the parent budget survey went directly to Teachers Council and the Budget Advisory Group for inclusion in the budgeting process. Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and more are sent to parents from the classroom teachers as well as the Director of Education. Input from these activities informed the LCAP drafting process. Parents of Unduplicated Students: This year we offered fee-based essential worker childcare and allowed students with an identified need to attend school in person with support staff. Full scholarships will continue to be offered to students with a financial need.|Santa Barbara Charter School classroom-based teachers worked mightily to build and maintain family/student/school partnerships. The teachers at SBCS take student opinions and feedback seriously. Students were surveyed in an ongoing manner through informal methods in the spring, such as with daily check-ins that were verbal, written, or symbolic. Teachers met one-on-one with students to check-in and support their well-being, while also gauging overall student emotion and well-being. Parents also share their child’s perspective with teachers and the SBCS administration. Parent and stakeholder feedback also directly influenced this year’s plan in relationship to the attendance, engagement, and accountability elements, as stakeholders do not want “time on Zoom” to equal “school.” Parents and school staff believe that learning happens everywhere and all the time, which means that students can be learning and developing academically, socially, and emotionally off a computer screen. In fact, many of our families prefer to minimize screen time. Independent Study, HomeBased Partnership Families: Families who seek an independent study schooling experience want to maintain control over their child’s learning plan, and want to oversee the implementation of their child’s education. Families choose to homeschool for many different reasons. Some families have shared a desire to keep a strong daily connection to their child as their primary goal, while others homeschool for medical reasons or travel. Some families enroll in our program after discovering that traditional public school was not a good fit for their child. This year, many new families have also noted the desire to have a more consistent routine for their child during otherwise unpredictable times. In addition to our Independent Study HomeBased Partnership families, we found we had nearly 25% of our current SBCS classroom-based families desire a more self-driven version of Distance Learning. Some of the reasons include: Parents desire that a child spend less time or zero time with technology and/or Zoom platform. Parents (or the child) have health and safety needs that would prevent their child from returning to school under the hybrid (in-person) model. Parents with multiple children enrolled in SBCS anticipate difficulty managing transportation and/or scheduling needs if school were to resume in the hybrid model. Parents who are working remotely from home want the flexibility of creating a schedule of learning for their child that fits family needs. Parents desire the option of combining program offerings and community resources to balance a child’s overall experience.|Mission statement: Santa Barbara Charter School creates lifelong learners by cultivating the interest and building the skills of both students and their families in the arts, academics, and relationships. We value and rely on parent participation, both at home and at school. When parents participate in all aspects in the school, it sends a message to the children that education is important and worth the investment. And the result is, kids buy in. Parent volunteers support classroom, administrative, site, fundraising, community-building, and governance activities. Parents feel empowered at SBCS because they know that they are really making a difference in their child’s education. Participation develops a sense of community. The 2020-21 school year was unprecedented. Parents and the school staff needed to work together in many ways as children engaged in Independent Study or Distance Learning, and attended school on a hybrid schedule. Our fundamental goal remains to prepare students academically, socially, and emotionally for the next grade level. Their social and emotional growth and well-being continues to be a priority. We will have a primary curricular focus on the key academic standards, and much of our curriculum can be delivered remotely and then seamlessly reintegrated in person, when we’re allowed. However, distance learning also creates new possibilities for the pursuit of individual interests, passions, and engagement. Our moment in history is particularly rich in important issues and, more than ever, we believe school must be a safe place to try new things, explore difficult topics, gain confidence in our voice and opinions, and achieve personal growth. Even as we try to find the opportunities within the overall challenge of distance learning, your child’s safety, social and emotional growth, and education remains our driving focus.|4|4|4|4|4|4|4|4|3|4|3|4|2021-05-19||2021 42767866118202|Adelante Charter|3|Input from all stakeholders is invaluable and necessary during a typical year, but particularly during a year with so much change and uncertainty. Adelante worked tirelessly to include the voices of all stakeholders by applying a design thinking approach to innovation and problem-solving. This included regular feedback and input from multiple stakeholder groups throughout the year so we could be responsive to the needs of students and families. Small focus groups were also convened to gather feedback from our most vulnerable families. CSPS (Parent survey) data indicate that during the ‘20-’21 school year 88% of parents surveyed reported that they agree or strongly agree that the school actively seeks the input of parents before making important decisions. An area of focus is to improve participation in advisory groups. While there are a large number of parents who are engaged from diverse backgrounds, there are still many parents who are not. Adelante would like to find ways to engage those families more and find ways to include their voices as decisions are made.|CSPS (Parent survey) data indicate that during the ‘20-’21 school year 92% of responders reported that teachers are good at letting families know how their child is doing in school between report cards. 97% of responders reported that they agree or strongly agree that the school promotes academic success for all students and 98% of responders reported that they agree or strongly agree that the school treats all students with respect. 96% agree or strongly agree that the school provides high-quality instruction to their child. These are important areas of success and we are proud as a community that we were able to maintain this level of support and collaboration with families even during the pandemic. Due to the safety protocols and restrictions for gathering it was impossible to include parent volunteers in classrooms as we have in the past. This is an area we want to strengthen again. Because we are a dual language program our Spanish-speaking families are able to support instruction, particularly in the lower grades.This support has been invaluable over the years. Another area of improvement is reconvening groups focused on parent education about the rights of families in schools and in regards to immigration issues in the community. Additionally, supporting our most vulnerable families with ways they can support their child to improve academic outcomes and understand their student’s US educational journey from Kinder to college and career. Many of the families that would benefit most from these groups were also those most-adversely affected by covid and unable to engage even remotely.|Parents are seen as partners in their students’ educational journey. The transition to distance learning actually strengthened that partnership out of necessity. Communication between teachers and families has been a strength over the last year. Teachers were invited into the homes of their students via Zoom and worked in close partnership with families. This was a success that Adelante wants to take into the coming years. Central to this partnership is the practice that language and culture are honored and valued and all communication is provided in the home language. Adelante was able to offer learning pods for families who were not able to support their children at home or for the students who struggled to focus on the distance learning model. Families consistently reported in survey data that they were satisfied or very satisfied with the level of contact and communication provided by the teacher. Teachers used ParentSquare regularly as well as emails, phone calls and text messages to communicate. SeeSaw is used in K-2nd grade and Google Classroom in 3rd - 6th grades to support communication and learning. A monthly newsletter was maintained to continue communication across the school. We were able to transition parent teacher conferences to a virtual experience as well as Back to School night and other family/community events. CSPS(Parent survey) data indicate that during the ‘20-’21 school year 97% of responders reported that they agree or strongly agree that parents feel welcome to participate at this school. 98% reported that they agree or strongly agree that school staff treat parents with respect and 94% reported that they agree or strongly agree that school staff take parent concerns seriously. An area for improvement is to strengthen the relationships with our most vulnerable families. Our most vulnerable, particularly the undocumented families, were most adversely affected by the pandemic and many continue to struggle financially due to lost wages. Adelante would like to strengthen relationships with these families and provide additional resources. This will require strengthening community partnerships so we can facilitate access to more resources.|5|4|5|5|4|4|5|4|4|4|5|4|2021-10-04||2021 42771980138362|Olive Grove Charter - Orcutt/Santa Maria (SBE)|3|OGCS solicits input via the teacher-student meetings and surveys, and the school has a School Advisory Council but attendance and participation rates are very low and irregular. We will continue to find ways to have families participate in advisory groups and decision making. We are also seeking ways to enhance our partnership with parents/guardians to promote involvement in the development of new program resources.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes. We are working on translating documents and forms and could continue to improve in this area. We are also seeking ways to enhance our partnership with parents/guardians to promote involvement in the development of new program resources.|Olive Grove Charter (OGCS) students complete most of their work at home and our staff offer a range of support services to help students be successful at home, but we should continue to expand in this area. Teachers have weekly contact with students, and they hold individual meetings with students at least once every 2 weeks to review progress. The goal is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. There is room for improvement in meeting this goal. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. OGCS will continue to provide multiple avenues and opportunities for engagement to improve that of underrepresented families.|3|3|3|3|3|3|4|3|2|2|3|3|2021-06-15||2021 42772060138370|Olive Grove Charter - Lompoc (SBE)|3|OGCS solicits input via the teacher-student meetings and surveys, and the school has a School Advisory Council but attendance and participation rates are very low and irregular. We will continue to find ways to have families participate in advisory groups and decision making. We are also seeking ways to enhance our partnership with parents/guardians to promote involvement in the development of new program resources.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes. We are working on translating documents and forms and could continue to improve in this area. We are also seeking ways to enhance our partnership with parents/guardians to promote involvement in the development of new program resources.|Olive Grove Charter (OGCS) students complete most of their work at home and our staff offer a range of support services to help students be successful at home, but we should continue to expand in this area. Teachers have weekly contact with students, and they hold individual meetings with students at least once every 2 weeks to review progress. The goal is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. There is room for improvement in meeting this goal. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. OGCS will continue to provide multiple avenues and opportunities for engagement to improve that of underrepresented families.|3|3|3|3|3|3|4|3|2|2|3|3|2021-06-15||2021 42772140138388|Olive Grove Charter - Buellton (SBE)|3|OGCS solicits input via the teacher-student meetings and surveys, and the school has a School Advisory Council but attendance and participation rates are very low and irregular. We will continue to find ways to have families participate in advisory groups and decision making. We are also seeking ways to enhance our partnership with parents/guardians to promote involvement in the development of new program resources.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes. We are working on translating documents and forms and could continue to improve in this area. We are also seeking ways to enhance our partnership with parents/guardians to promote involvement in the development of new program resources.|Olive Grove Charter (OGCS) students complete most of their work at home and our staff offer a range of support services to help students be successful at home, but we should continue to expand in this area. Teachers have weekly contact with students, and they hold individual meetings with students at least once every 2 weeks to review progress. The goal is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. There is room for improvement in meeting this goal. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. OGCS will continue to provide multiple avenues and opportunities for engagement to improve that of underrepresented families.|3|3|3|3|3|3|4|3|2|2|3|3|2021-06-15||2021 42772220138396|Olive Grove Charter - Santa Barbara (SBE)|3|OGCS solicits input via the teacher-student meetings and surveys, and the school has a School Advisory Council but attendance and participation rates are very low and irregular. We will continue to find ways to have families participate in advisory groups and decision making. We are also seeking ways to enhance our partnership with parents/guardians to promote involvement in the development of new program resources.|OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes. We are working on translating documents and forms and could continue to improve in this area. We are also seeking ways to enhance our partnership with parents/guardians to promote involvement in the development of new program resources.|Olive Grove Charter (OGCS) students complete most of their work at home and our staff offer a range of support services to help students be successful at home, but we should continue to expand in this area. Teachers have weekly contact with students, and they hold individual meetings with students at least once every 2 weeks to review progress. The goal is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. There is room for improvement in meeting this goal. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. OGCS will continue to provide multiple avenues and opportunities for engagement to improve that of underrepresented families.|3|3|3|3|3|3|4|3|2|2|3|3|2021-06-15||2021 43104390000000|Santa Clara County Office of Education|3|The Santa Clara County Office of Education (SCCOE) recognizes the value of family input in decision making and governance. Principals and staff are trained annually on strategies to effectively engage families as a means to implement the School Site Council and English Learner Advisory Committee at schools sites. These processes are also applied to meetings at the district level to include the District English Learner Advisory Committee and the Local Control Accountability Plan (LCAP) Parent Advisory Committee. Each School Site Council is trained annually regarding engagement processes and as available parents or family members deliver these trainings. Parents provide advisement for budget development for the School Plan for Student Achievement and the Local Control Accountability Plan (LCAP), and the District English Learner Advisory Committee (DELAC) provides advisement for the SCCOE English Learner Master Plan. The DELAC also provides advisement for the Consolidated Application and in particular the Title III budget as it relates to English Learners and reviews the LCAP annually. Parents and families are invited to school site and district meetings through mailings and personal calls and all communication is provided in three languages: English, Spanish, and Vietnamese. Parent and family participation in meetings is enhanced through a welcoming climate grounded in respect for all opinions and suggestions. SCCOE parents also provide input annually in the LCAP Survey and participate in other surveys as needed at the site and district level. Input is valued and the SCCOE authentically uses this input when making decisions regarding planning, actions, and budget. A common topic at all meetings is a discussion as to ways to engage more families both formally and informally. The SCCOE values input of families. Family advisement and engagement is a continuous process.|The Santa Clara County Office of Education (SCCOE) services a diverse group of students and families. Staff members participate in professional learning to enable them to respond to the cultural as well as academic needs of students and families through trainings to include Positive Behavior Intervention Supports and Culturally Responsive Teaching and Learning. Inclusion guides the culture of the SCCOE, and administrators and staff members collaborate regularly through trainings regarding equity and culture. Families are provided educational opportunities through parent education courses and parent conferences, as well as up to date information through language friendly newsletters and parent resources. Formal and informal structures are in place for families and staff to meet to discuss student progress, and the input of parents is a valued aspect of decision making and individualized planning for students. Meetings include traditional parent conferences, intake and transition meetings, and Individual Education Plan (IEP) meetings, as well as parent English language acquisition classes, Parent Project, and family game nights. Families of English Learners are offered opportunity for family field trips and educational conferences as well as language acquisition classes, and parents of incarcerated students are offered resources to support students as they transition from facilities. Principals hold coffee chats with parents on a regular basis as a means to gather input and build relationships with families and parents as available annually provide professional development to staff regarding parent engagement. Parents are advised and trained regarding parent rights and advocacy through IEP, District English Learner Advisory Committee, and juvenile intake meetings. The SCCOE consistently aspires to include more families in engagement activities and this is a continuous goal.|The Santa Clara County Office of Education (SCCOE) values family engagement as a priority in providing a well-rounded education to students. Staff members include families in decision making regarding children and their growth and use various modes of communication to include families in school and after school activities and to gather input from families as stakeholders. Schools offer welcoming climates and prioritize family engagement activities as a means to build relationships and partner with families to provide high qualify education for all students. Translation and interpretation services ensure two way communication between staff and families, and a focus on culturally responsive teaching and learning is a continuous process. Outreach to families in both formal and informal settings is grounded in respecting the value of families as partners and providing support to families according to need. The SCCOE values inclusion and is consistently striving to increase parent and family engagement in decision making and outreach activities. The SCCOE knows the impact of relationships with family in supporting students and provides outreach to families in times of need.|5|5|5|5|4|5|5|5|5|5|5|5|2021-06-09||2021 43104390106534|Bullis Charter|3|A family survey is sent each school year, and the commentary and results help inform adjustments and decisions for the start of the school year. Additionally, representation on school committees, including the ELAC committee, strategic planning groups, task forces, etc. provide an opportunity for families to have input. Members of the administrative team attend Bullis Booster Club meetings to provide an opportunity for questions and input from families as well. BCS will continue to seek opportunities for family involvement and input in processes and decisions.|As described above, the opportunity for families to work together with teachers in developing Focused Learning Goals for their students provides a continued space for student progress and student outcomes to be discussed and celebrated. Training is provided for staff to support in the development of appropriate goals and in the ways to partner and communicate effectively with parents throughout the FLG process and throughout the school year. Especially emerging from the pandemic and at-home learning, continuing to make sure parents have access to information and resources in how to support their students at home is a continued focus area. Multiple town halls - led by the BCS school counselor - have been an avenue to share best practices and answer questions.|BCS has an active parent association (the Bullis Booster Club) which operates strong programming in connection with our school staff. Current families (known as Bear Guides) are paired with new families to serve as supports, answer questions, etc. All new families are invited to multiple events at the start of each year to connect with other new families and begin building relationships. Additionally, a key part of our program is the development of Focused Learning Goals (FLGs) for each student at BCS. Teachers, students, and parents collaborate to develop individualized goals and focus areas for the student. BCS aims to improve the engagement of underrepresented families by continuing to ensure we provide access for families to connect with staff and each other in a variety of ways and settings (e.g. conference options via Zoom, when necessary, events on the weekends and after school). Additionally, BCS seeks opportunities to target outreach to unrepresented families for their input regarding programs and decisions.|5|4|5|4|5|4|5|4|4|4|4|5|2021-06-21||2021 43104390111880|Discovery Charter|3|Discovery Charter School prides itself on the successful partnership it has developed between all stake holders. Since the founding of Discovery Charter School in 2006, we have worked hard to build trusting and respectful relationships with our families. This relationship provides many opportunities for the community to engage in dialogue that is constructive, creative and understandable. Every time we come together as a community, we become better, stronger. By partnering staff, students, parents, and community Discovery has created a unique, challenging, and individualized learning environment. Discovery Charter Schools are dedicated to creating lifelong learners that are prepared to meet the challenges of the future by educating the whole child through family involvement, project-based learning, and respect for individual learning styles and developmental readiness. Discovery Charter Schools have a very active parent population. Not only do parents volunteer every day they serve in numerous advisory capacities. The Program Site Council is a volunteer organization run by parents who are, elected by the school community that works with and directly for the School Director. English Learner Advisory Committee or ELAC is comprised of staff and parents whose purpose is to advise the site director and staff on programs and services for ELL students. We have a relatively low turn-out for these meetings, we have about 16% of students are English Language Learners at Discovery. We continue to look for ways to increase attendance and may try to couple them with other meetings or events that are better attended. Another way Discovery builds strong relationships is when parents and teachers collaborate to provide students K-8 with meaningful, engaging and experiential enrichments. Teachers and parents have more opportunities to learn about each other at evening classroom meetings. Parents attend and learn about a variety of topics. Some examples are: Adolescent Brain Development, Cyber Safety, Appreciating Differences, and Small Group Management. This is also an opportunity for parents to share about their family cultures or their student’s individual learning styles. These classroom meetings are well attended, as the teachers ensure a comfortable, inviting and safe atmosphere to share.|Professional learning and support is ongoing at Discovery. The school adopted Google Suite for Education as a platform to engage students long before the pandemic. Teachers felt prepared to use Google Classroom and other educational applications at all grade levels. Teachers also utilize the time built into the weekly schedule for collaboration. During the 2019-20 school year we ensured all students had a device for distance learning. In 2020-21 We entered into partnerships with city agencies to provide connectivity. Discovery continues to assess technology access and support needs. In August 2020, a survey was sent to parents and included questions to assess technology/internet needs. This information helped us contact students and families who were in need of assistance. Direct outreach efforts from the school are ongoing and include people who did not respond to the survey, specific technology needs such as hotspots, and the connection of students and families to services. It has been a challenge to design a process for tracking student attendance, engagement and progress in a way that is compliant with updated state guidelines and feasible for our staff to implement. Our teachers have been able to better monitor progress as this model allows them to provide more one-on-one time with students through office hours and support times. In 2020-21 Conferences were held virtually. Parent-teacher conferences are held twice a year and more often as needed. At Discovery we believe student-led conferences are educationally meaningful for students and an extremely informative format for parents to learn about their child’s goals and progress. Therefore, the teacher and family meet together to give the student an opportunity to discuss their progress with his/her parents. Students direct the conference and share evidence which best represents his/her growth to date. Evidence folders follow the student as they move from grade to grade at Discovery. Students use the portfolios to select evidence to demonstrate their growth and areas of improvement. Sharing of work is part of the learning process for the student. Students, parents, and teachers set goals.|"At Discovery, the word ""community"" describes more than a group of families whose children attend the same school. Discovery parents share a common vision that includes lifelong learning and the importance of every parent's involvement in the school. Families choose Discovery Charter School in part because of the strength that this commitment brings to its diverse community. Discovery's staff designs its curriculum around the partnership of teachers and parents. Teacher-led training helps parent volunteers to increase their understanding of teaching methodology and small group management skills. Under the direction of the teacher, parents become valuable aides in the classroom. Discovery students complete the community. Discovery families have chosen the school because of a mutual commitment to the dynamic educational environment that it offers. Parents represent a wealth of skills, interests, talents, and resources that add to the breadth and depth of students' learning. Discovery has created a culture of parent volunteerism with high expectations of our students' families, just as we want them to hold the school's professional staff to the highest expectations. We believe this formula of high expectations of all members of the learning community is crucial to the success of each student entrusted to our school. The 2020-2021 school year had Discovery Charter Schools opening with full distance learning due to the pandemic and transitioning to hybrid learning for the last 8 weeks of the school year. This was challenging for a school that prides itself on working together to pull all aspects of our program into one seamless opportunity for learning and now had to do it long distance. Teachers and staff met continuously online to help families that now had to support learning in their homes. Zoom sessions became the norm. Discovery offered consistent, daily, live instruction for every student. Parents needed support and encouragement from their child’s teacher. Teachers needed support and encouragement from their peers as well as administration. The community had to learn about safety protocols required to transfer materials from school to homes and back. Constant communication with parents to troubleshoot problems and offer supports as needed. Special education services were delivered virtually. IEP meetings were held virtually that reflected increased parent attendance. English Language Development was provided to students synchronously in small group virtual Zoom Rooms. Discovery measures its success by maintaining a high daily attendance which was reported to be +99%. Communication and coordination of schedules with parents and students was paramount in getting students where they needed to be, when they needed to be there."|5|5|5|5|5|5|5|5|4|4|4|4|2021-06-23||2021 43104390113431|University Preparatory Academy Charter|3|In the past school year, UPA has hosted 7 town hall meetings to inform and collect feedback from families and community members on the state of the school during the changing conditions of the past 18 months. UPA continues to see more avenues for parent involvement in the decision-making processes of the school. In response, the position of Director of Community Development was created to find meaningful ways to engage our families, as well as our Student Support Technician to specifically provide outreach to our underrepresented families. Finally, UPA has added a full-time counselor to the counseling staff, as well as a Counseling Technician to coordinate outreach from the counseling office to both the community and specific struggling students in need of intervention.|UPA has dedicated the last 2 years of professional development to the concepts outlined by Zaretta Hammond’s Culturally Responsive Teaching and The Brain in order to build capacity of faculty and staff to partner with families. UPA partnered with the Santa Cruz/Silicon Valley New Teacher Project to deliver research-backed professional development sessions on Culturally Responsive Teaching, culminating in goals and unit planning to incorporate strategies and theories taken from the scope of the course. UPA continues to build systems for families to be involved in the student’s learning and development. COVID-19 created a barrier for many families to meet with teachers to discuss student progress, and UPA has identified this need as a focus area. Bringing on the student support technician to perform home visits to our underrepresented families, as well as investing more heavily in technology for check out, including wifi hotspots, laptops, and webcams has allowed UPA to make inroads to the digital divide. In addition, UPA has moved its Parent University program to the oversight of the Director of Community Development. Parent University is a long-running parent education program that provides underrepresented families with strategies and tools for engaging with the school in partnership for their child’s development and academic progress.|During the COVID-19 shutdown period, through distance and hybrid learning, UPA has made it a focus to maintain and strengthen connections between the school and families. In the last year and a half, UPA has brought on board a student support technician, who performed home visits, met with struggling students, and developed success plans with them and their families to get them back on track. UPA also created a Director of Community Development administrative position, to organize and emphasize community connections through events, educational workshops, and outreach. Finally, UPA has partnered with Interpreters Unlimited to provide broad translation services for phone calls, meetings, and documents.|4|5|5|4|5|4|4|5|4|4|4|5|2021-09-23||2021 43104390113704|Rocketship Mateo Sheedy Elementary|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals. Additionally, our school has been awarded a California Community in Schools grant which provides funding to support integrated students supports and family engagement.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43104390116814|ACE Empower Academy|3|ACE’s Community Engagement team has developed a Community Ambassador program, Parent Leadership program and School Site Advocacy (School Site Council) program. These different parent and family groups work directly with ACE leadership on various issues that impact ACE families. The Director of Community Engagement along with ACE’s Parent Organizer, school site’s Principals and Deans of Culture and Community Outreach attend monthly Cafecitos that are facilitated by parent leaders. In these meetings performance data is reviewed and solicit input and decision from all stakeholders. The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, SSC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. The SSC is composed of selected stakeholders that evaluate and provide feedback on school site practices, policies and initiatives that impact student learning and campus culture. Being that this program is new, ACE expects that the program's success will be captured in ACE annual survey. Once data from the annual survey is collected a needs assessment may be conducted to determine what if any gaps or additional needs from all stakeholders. A major strength of ACE’s Community Engagement team is its ability to create a parent to ACE Board member pipeline. ACE has held and currently holds seats for parents on it’s Board of Directors group.|ACE believes in building relationships between families to develop students' success. Through ACE’s Community Ambassador program, parent leadership groups and cafecitos, there is a space for parents to access and provide feedback on key issues needed for their students to school leadership. Families also have access to teachers throughout the year, and will receive a specific review of their students; academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. ACE holds monthly Cafécito meetings as a direct opportunity for families to have direct access to school leadership. Cafecito meetings provide opportunities for ACE families to get updated on the latest events and news at ACE, but also allows for parents and families to bring up and address any concerns they see in the ACE community. Cafecitos agenda’s includes professional development for our families to help them understand the academic program, social emotional supports and Multi-Tiered System of Supports offered at ACE. Other topics covered will range from school culture to academic progress to supporting the students as well as basic needs such as food security, immigration rights, and ELD support. Another key piece of Cafecitos is to ensure families understand the importance of goals setting and growth measures and how that translates into their home. The Community Ambassador Program and Parent Leadership program will develop and invest in it’s families by teaching them leadership and advocacy skills, which will lead to acknowledging the voice and agency one has. The goal of this program is to ensure the ACE program directly meets student and family needs.|Student and family engagement ensure ACE continues to seek and address student and family input. The desired outcome is for students and families to be engaged with the school community while ultimately demonstrating, independently, an optimistic mindset and college-ready habits and attitudes. ACE has invested in a broad program to engage and involve families. Under the direction of the Director of Community Engagement and with the support of the Parent Organizer and Dean of Culture and Outreach, this team will ensure families have access, input and space to advocate for their student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees (i.e. the Community Task Force focused on COVID-19 response), and continued development of the parent ambassador and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. The Community Ambassador Program is designed for ACE to work with prominent community members and parents to develop and invest in ACE’s families by teaching them leadership and advocacy skills, which will lead to acknowledging the voice and agency one has. The goal of this program is to ensure the ACE program directly meets student and family needs. ACE holds monthly Cafécito meetings as a direct opportunity for families to have direct access to school leadership. Cafecito meetings provide opportunities for ACE families to get updated on the latest events and news at ACE, but also allows for parents and families to bring up and address any concerns they see in the ACE community. Topics covered will range from school culture to academic progress to supporting the students as well as basic needs such as food security, immigration rights, and ELD support. This program is in it’s early stages. ACE will continue to work with the Director of Community Engagement, the ACE Parent Organizer, the Dean of Culture and Outreach as well as Community Ambassadors, parent leaders, and families to assess its level of success and through ACE’s annual survey.|5|5|5|5|5|5|5|5|4|3|4|3|2021-06-16||2021 43104390119024|Rocketship Si Se Puede Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals. Additionally, our school has been awarded a California Community in Schools grant which provides funding to support integrated students supports and family engagement.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43104390120642|Rocketship Los Suenos Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals. Additionally, our school has been awarded a California Community in Schools grant which provides funding to support integrated students supports and family engagement.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43104390121483|Alpha: Cornerstone Academy Preparatory|3|This past year has highlighted the importance of what we consider are the pillars of building an authentic community with families in support of student learning: communication & transparency, authentic engagement, and partnership in decision making. We believe a primary focus this year around increasing parent voice in decision making is in continuing to build our structures around SSC and ELAC. This includes supporting families in this group to take increasing ownership and leadership of agenda, voice, and keeping leadership accountable to feedback and decisions made during SSC and ELAC. This also includes building on a success from this year - the addition of Alpha board members from each school. Establishing strong lines of communication and a more formal structure between parents at each school and their SSC/ELAC with the parent on the board will ensure that parent voice is apparent in all levels of the organization.|Strengths/Progress Our network support team, including our Parent Learning Center, provides training and resources around how to best partner with families. This includes guidance around setting family engagement goals for the year, identifying key strategies, building a family meeting scope and sequence, and resources for SSC meetings. A particular strength this year is the further development of family workshops during the year, that is aimed as sharing key information to support student learning at home. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. Focus Area for Improvement Our focus area this year is to implement a comprehensive and high quality programmatic scope and sequence for family/community meetings, that focuses on community, advocacy, and content that grows the tools families have to support students. This also includes re-establishing ways for families to increase their presence on campus, through volunteer opportunities and structures such as class parents. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families.|This past year has highlighted the importance of what we consider are the pillars of building an authentic community with families in support of student learning: communication & transparency, authentic engagement, and partnership in decision making. Our survey data shows that we have had successes we can continue to leverage this coming year: • 99% of families feel welcome and heard by the school • 100% of Families who feel the school does a good job of family engagement Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: • The consistency and quality of communication, with a wide variety of communication methods in order to reach all of our families; • Using direct teacher outreach to their families • Frequency and attendance of school events and workshops • Partnership in decision making within structures, especially building engagement of our SSC and ELAC.|4|4|4|4|3|3|4|3|3|3|3|2|2021-06-24||2021 43104390123281|Rocketship Discovery Prep|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43104390123794|Summit Public School: Tahoma|3|At Summit Tahoma, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities. Despite facility limitations, the school is actively growing capacity to host additional community engagement events, such as a local leaders tour where community stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Tahoma is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Tahoma utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Tahoma has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Tahoma has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.|4|4|4|4|4|5|4|4|3|4|4|4|2021-06-17||2021 43104390124065|Sunrise Middle|3|Families are encouraged to become active in the advisory committees for our school. They also are notified of the numerous opportunities to become involved. Once engaged, parents are given ample information so that they can make informed decisions and state informed opinions about the school's policies. However, we could do a better job in getting our parents and guardians to be more actively engaged in the events that shape our school. This effort has been hampered by the COVID pandemic, but we will be working on this again soon. We recognize that many of our parents hold multiple jobs and do not have the time to become more engaged, beyond giving input at meetings.|Sunrise is strong in this area in that our school/parent liaison officer and our special education director both go out of their way to make sure that our parents are well informed of all their legal rights. Additionally, they encourage our parents to become active in the school and teach them how to better assist their children with their academic needs. We also have an open door policy at Sunrise; parents can generally make appointments to see someone immediately. We always respond immediately to emails and phone calls. Parents play a large role in designing our school's safety plan, in advising on the ELAC and School Site Council, and through their representative on the school board. One area where we could improve is by holding additional parent conferences beyond the one for all families held every November. We also are attempting to hire more bilingual staff.|"Sunrise takes pride in how it welcomes all of its families, whether underrepresented, non-English speaking, or having children with special needs. All communication is provided in the home language of our students. We have a highly engaging parent support group that meets weekly. We conduct many meetings with parents, either by group or individually. We use multiple modes of communication - One Call text messages, snail mail, email and even personal phone calls. We establish communication with our parents during our ""Street Reach"" home visits, and we hold numerous all school activities, including parking lot events during the COVID pandemic. One area where we believe we could improve is in helping our parents not to feel intimidated when wishing to speak with their child's mono-lingual teacher. Another area for improvement is learning how to better engage our parents who are working multiple jobs to support their families."|4|5|4|5|4|4|4|5|5|5|5|3|2021-06-14||2021 43104390125781|Rocketship Academy Brilliant Minds|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals. Additionally, our school has been awarded a California Community in Schools grant which provides funding to support integrated students supports and family engagement.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43104390125799|Rocketship Alma Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals. Additionally, our school has been awarded a California Community in Schools grant which provides funding to support integrated students supports and family engagement.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43104390127969|Discovery Charter II|3|Discovery Charter School prides itself on the successful partnership it has developed between all stake holders. Since the founding of Discovery Charter School in 2006 and the opening of Discovery Charter II in 2013, we have worked hard to build trusting and respectful relationships with our families. This relationship provides many opportunities for the community to engage in dialogue that is constructive, creative and understandable. Every time we come together as a community, we become better, stronger. By partnering staff, students, parents, and community Discovery has created a unique, challenging, and individualized learning environment. Discovery Charter Schools are dedicated to creating lifelong learners that are prepared to meet the challenges of the future by educating the whole child through family involvement, project-based learning, and respect for individual learning styles and developmental readiness. Discovery Charter Schools have a very active parent population. Not only do parents volunteer every day they serve in numerous advisory capacities. The Program Site Council is a volunteer organization run by parents who are, elected by the school community that works with and directly for the School Director. English Learner Advisory Committee or ELAC is comprised of staff and parents whose purpose is to advise the site director and staff on programs and services for ELL students. We have a relatively low turn-out for these meetings, we have about 11% of students are English Language Learners at Discovery. We continue to look for ways to increase attendance and may try to couple them with other meetings or events that are better attended. Another way Discovery builds strong relationships is when parents and teachers collaborate to provide students TK-8 with meaningful, engaging and experiential enrichments. Teachers and parents have more opportunities to learn about each other at evening classroom meetings. Parents attend and learn about a variety of topics. Some examples are: Adolescent Brain Development, Cyber Safety, Appreciating Differences, and Small Group Management. This is also an opportunity for parents to share about their family cultures or their student’s individual learning styles. These classroom meetings are well attended, as the teachers ensure a comfortable, inviting and safe atmosphere to share.|Professional learning and support is ongoing at Discovery. The school adopted Google Suite for Education as a platform to engage students long before the pandemic. Teachers felt prepared to use Google Classroom and other educational applications at all grade levels. Teachers also utilize the time built into the weekly schedule for collaboration. During the 2019-20 school year we ensured all students had a device for distance learning. In 2020-21 We entered into partnerships with city agencies to provide connectivity. Discovery continues to assess technology access and support needs. In August 2020, a survey was sent to parents and included questions to assess technology/internet needs. This information helped us contact students and families who were in need of assistance. Direct outreach efforts from the school are ongoing and include people who did not respond to the survey, specific technology needs such as hotspots, and the connection of students and families to services. It has been a challenge to design a process for tracking student attendance, engagement and progress in a way that is compliant with updated state guidelines and feasible for our staff to implement. Our teachers have been able to better monitor progress as this model allows them to provide more one-on-one time with students through office hours and support times. In 2020-21 Conferences were held virtually. Parent-teacher conferences are held twice a year and more often as needed. At Discovery we believe student-led conferences are educationally meaningful for students and an extremely informative format for parents to learn about their child’s goals and progress. Therefore, the teacher and family meet together to give the student an opportunity to discuss their progress with his/her parents. Students direct the conference and share evidence which best represents his/her growth to date. Evidence folders follow the student as they move from grade to grade at Discovery. Students use the portfolios to select evidence to demonstrate their growth and areas of improvement. Sharing of work is part of the learning process for the student. Students, parents, and teachers set goals.|"At Discovery, the word ""community"" describes more than a group of families whose children attend the same school. Discovery parents share a common vision that includes lifelong learning and the importance of every parent's involvement in the school. Families choose Discovery Charter School in part because of the strength that this commitment brings to its diverse community. Discovery's staff designs its curriculum around the partnership of teachers and parents. Teacher-led training helps parent volunteers to increase their understanding of teaching methodology and small group management skills. Under the direction of the teacher, parents become valuable aides in the classroom. Discovery students complete the community. Discovery families have chosen the school because of a mutual commitment to the dynamic educational environment that it offers. Parents represent a wealth of skills, interests, talents, and resources that add to the breadth and depth of students' learning. Discovery has created a culture of parent volunteerism with high expectations of our students' families, just as we want them to hold the school's professional staff to the highest expectations. We believe this formula of high expectations of all members of the learning community is crucial to the success of each student entrusted to our school. The 2020-2021 school year had Discovery Charter Schools opening with full distance learning due to the pandemic and transitioning to hybrid learning for the last 8 weeks of the school year. This was challenging for a school that prides itself on working together to pull all aspects of our program into one seamless opportunity for learning and now had to do it long distance. Teachers and staff met continuously online to help families that now had to support learning in their homes. Zoom sessions became the norm. Discovery offered consistent, daily, live instruction for every student. Parents needed support and encouragement from their child’s teacher. Teachers needed support and encouragement from their peers as well as administration. The community had to learn about safety protocols required to transfer materials from school to homes and back. Constant communication with parents to troubleshoot problems and offer supports as needed. Special education services were delivered virtually. IEP meetings were held virtually that reflected increased parent attendance. English Language Development was provided to students synchronously in small group virtual Zoom Rooms. Discovery measures its success by maintaining a high daily attendance which was reported to be +99%. Communication and coordination of schedules with parents and students was paramount in getting students where they needed to be, when they needed to be there."|5|5|5|5|5|5|5|5|4|4|4|4|2021-06-23||2021 43104390128090|Summit Public School: Denali|3|At Summit Denali, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and a dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities. We have also secured our permanent long-term facility, as of Fall SY21. With this new space, we will be even better equipped to engage our families in our school program.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: - Professional Development structure and survey - Parent newsletters (+language access) (analytics) - Personalized Learning Plan meetings (parents/caregiver:student:mentor) - Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Denali is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Denali utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Denali has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Denali has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work towards increasing representation of historically underrepresented groups within our community at all of our school engagement activities.|5|5|5|4|4|5|5|4|4|4|4|4|2021-06-17||2021 43104390129213|Alpha: Jose Hernandez|3|This past year has highlighted the importance of what we consider are the pillars of building an authentic community with families in support of student learning: communication & transparency, authentic engagement, and partnership in decision making. We believe a primary focus this year around increasing parent voice in decision making is in continuing to build our structures around SSC and ELAC. This includes supporting families in this group to take increasing ownership and leadership of agenda, voice, and keeping leadership accountable to feedback and decisions made during SSC and ELAC. This also includes building on a success from this year - the addition of Alpha board members from each school. Establishing strong lines of communication and a more formal structure between parents at each school and their SSC/ELAC with the parent on the board will ensure that parent voice is apparent in all levels of the organization.|Strengths/Progress Our network support team, including our Parent Learning Center, provides training and resources around how to best partner with families. This includes guidance around setting family engagement goals for the year, identifying key strategies, building a family meeting scope and sequence, and resources for SSC meetings. A particular strength this year is the further development of family workshops during the year, that is aimed as sharing key information to support student learning at home. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. Focus Area for Improvement Our focus area this year is to implement a comprehensive and high quality programmatic scope and sequence for family/community meetings, that focuses on community, advocacy, and content that grows the tools families have to support students. This also includes finding ways for families to lead on meetings, such as cafecito and SSC. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families.|This past year has highlighted the importance of what we consider are the pillars of building an authentic community with families in support of student learning: communication & transparency, authentic engagement, and partnership in decision making. Our survey data shows that we have had successes we can continue to leverage this coming year: • 89% of families feel welcome and heard by the school • 88% of Families who feel the school does a good job of family engagement Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: • The consistency and quality of communication, with a wide variety of communication methods in order to reach all of our families; • Using direct teacher outreach to their families • Frequency and attendance of school events and workshops • Partnership in decision making within structures, especially building engagement of our SSC and ELAC.|3|4|3|4|3|4|4|3|3|2|3|2|2021-06-24||2021 43104390131110|Rocketship Fuerza Community Prep|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals. Additionally, our school has been awarded a California Community in Schools grant which provides funding to support integrated students supports and family engagement.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43104390131748|Voices College-Bound Language Academy at Morgan Hill|3|In addition to our stakeholder engagement, where feedback is collected, Voices started conducting Panorama Surveys, given twice a year, in the 20-21 school year. We will be continuing to use those into 21-22 for students, parents, and staff.|Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.|Voices Academy knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected.|4|4|5|4|3|4|3|4|3|3|4|4|2021-06-10||2021 43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|3|In addition to our stakeholder engagement, where feedback is collected, Voices started conducting Panorama Surveys, given twice a year, in the 20-21 school year. We will be continuing to use those into 21-22 for students, parents, and staff.|Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.|Voices Academy knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected.|3|3|3|4|3|3|3|4|3|3|4|4|2021-06-10||2021 43104390133496|Rocketship Rising Stars|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43104390135087|Opportunity Youth Academy|3|Opportunity Youth Academy continuously works to build trust, respect and professionalism. The outreach and collaboration with stakeholders and community partners for inclusion, participation, and growth as a community influences the building of trust in our school and community. Weekly administration group meetings are scheduled to discuss best practices and communication with staff across all sites. Weekly staff meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere. Opportunity Youth Academy has multiple ways to encourage parent communication and input, including the School Site Council through monthly meetings. Along with Opportunity Youth Academy Board meetings and parent/student/staff surveys.|All students and/or their parents meet with an Opportunity Youth Academy Navigator and School Counselor upon enrollment to discuss their individual learning plan. Parents are encouraged to communicate with staff and school via phone, email, and in person. Opportunity Youth Academy have multiple ways to encourage communication regarding student outcomes, including the School Site Council through monthly meetings. Along with meeting an Opportunity Youth Academy College Liaison. All Opportunity Youth Academy staff are accessible to parents for meetings and/or teleconferencing.|Opportunity Youth Academy uses social media to communicate with families. Using online and mobile technology, can keep our students and families engaged and informed and build excitement about the activities in Opportunity Youth Academy. Platforms like Schoology and Remind enable Opportunity Youth Academy to create a learning environment open to all students, families, and staff. Teachers can post messages of encouragement to their students, inform students and families of upcoming activities and events, and highlight career opportunities and resources. Opportunity Youth Academy also utilizes Facebook, Instagram, and Twitter, which gives community members, students and families a way to gather information about learning opportunities.|5|5|5|5|5|5|5|5|5|4|4|4|2021-06-10||2021 43693690000000|Alum Rock Union Elementary|3|Alum Rock Union School District believes in building the capacity of parents to effectively engage in advisory groups and decision-making including parents from underrepresented groups in the community. In our recent parent survey, 95% of parents responded favorably to “school staff welcomes my suggestions”. Every school in Alum Rock School District has a functioning School Site Council and ELAC that held a minimum of 5 meetings (virtually) last school year to encourage parent leadership. This data is supported by positive parent participation rates on District committees such as DAC, DELAC and SPARC which met 9 times last school year. Furthermore, our District celebrates the participation of parent leaders by honoring them at the annual Parent Jubilee. Unfortunately, due to the limitations for in person events, this event was canceled this past school year. The following emerge as strengths in the area of Seeking Input for Decision Making: -parents expressed satisfaction with District leaders’ increased effort for involving parent leaders in decision making on District committees and in the LCAP development process as well as other district plans that were required during the pandemic. -increased opportunities for students to be involved as an important stakeholder group Area of focus for improvement: -Districtwide alignment for establishing a site plan for decision making of activities and parent education|Alum Rock Union School District believes in engaging parents by providing professional learning and support to improve a school’s capacity to partner with families in addition to supporting families with resources and information to advocate for their students. Overall, parents in the Alum Rock community feel supported with parent education and resources that allow them to be partners in their child’s education. Our annual parent survey reports that 97% of parents responded favorably to “feeling welcomed to participate in my child’s school” and 95% of parents responded favorably to “school staff welcomes my suggestions” which is a strong indicator of parents feeling supported to participate in trainings and advocate for their needs. . This data is further strengthened by the fact that 810 participants attended our parent series which provides education on topics relevant to student success. Additional support in this area included the completion of a series of positive parenting classes including mental wellness supporting students with distance learning by 234 parents and workshops at every middle school for parents around developmental assets and bullying prevention. The following emerge as strengths in the area of Building Partnerships for Student Outcomes: -Parents appreciated the ongoing resources the district provided for supporting students specifically during distance learning. The hub of resources on the District webpage was helpful with navigating the new platforms and finding support for families and students. -Good resources for students and platforms for communication added during Covid. Many of the new student platforms included the option for communication between home/school which kept parents informed of student progress Area of focus for improvement: -Families feel strongly that there needs to be more than one conference during the school year to discuss student progress|Despite the challenges of distance learning during the Covid 19 pandemic, parents in the Alum Rock community feel welcomed in our schools and believe that staff makes a good effort in this area. Our annual parent survey reports a 97% favorable rating for a “strong sense of family belonging/connectedness which is a strong indicator of the parent connection to our schools. The following emerge as strengths in the area of Building Relationships: -community liaisons that have been in schools to support family engagement. -During Covid, more outreach to families with specific purposes -improved school communication and District website/Parent Square communication -bilingual personnel at sites -schools do well in building relationships between students, teachers and families Area of focus for improvement: -celebrating and acknowledging different cultures represented within the district (other than Hispanic)|5|4|3|4|3|3|2|3|4|4|3|2|2021-06-24||2021 43693690106633|KIPP Heartwood Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 83% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|4|4|3|3|4|3|3|3|3|2|2021-06-02||2021 43693690125526|Alpha: Blanca Alvarado|3|This past year has highlighted the importance of what we consider are the pillars of building an authentic community with families in support of student learning: communication & transparency, authentic engagement, and partnership in decision making. Our survey data shows that we have had successes but also have room to progress this coming year: ? 85% of Families who agree that school listens to family voice in input and decision making. We believe a primary focus this year around increasing parent voice in decision making is in continuing to build our structures around SSC and ELAC. This includes supporting families in this group to take increasing ownership and leadership of agenda, voice, and keeping leadership accountable to feedback and decisions made during SSC and ELAC. This also includes building on a success from this year - the addition of Alpha board members from each school. Establishing strong lines of communication and a more formal structure between parents at each school and their SSC/ELAC with the parent on the board will ensure that parent voice is apparent in all levels of the organization.|Strengths/Progress Our network support team, including our Parent Learning Center, provides training and resources around how to best partner with families. This includes guidance around setting family engagement goals for the year, identifying key strategies, building a family meeting scope and sequence, and resources for SSC meetings. A particular strength this year is the further development of family workshops during the year, that is aimed as sharing key information to support student learning at home. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. Focus Area for Improvement Our focus area this year is to implement a comprehensive and high quality programmatic scope and sequence for family/community meetings, that focuses on community, advocacy, and content that grows the tools families have to support students. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families.|This past year has highlighted the importance of what we consider are the pillars of building an authentic community with families in support of student learning: communication & transparency, authentic engagement, and partnership in decision making. Our survey data shows that we have had successes but also have room to progress this coming year: • 89% of families feel welcome and heard by the school • 88% of Families who feel the school does a good job of family engagement • 85% of Families who agree that school listens to family voice in input and decision making. Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: • The consistency and quality of communication, with a wide variety of communication methods in order to reach all of our families; • Using direct teacher outreach to their families • Frequency and attendance of school events and workshops • Partnership in decision making within structures, especially building engagement of our SSC and ELAC.|4|3|3|4|3|3|4|3|3|2|3|2|2021-06-24||2021 43693690129924|Kipp Prize Preparatory Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-02||2021 43693770000000|Berryessa Union Elementary|3|This past school year (2020 - 2021), parents of underrepresented families were being engaged through ZOOM. Parents/families have let the schools/district know that they appreciate the opportunity to participate through ZOOM.|This past school year (2020 - 2021), parents of underrepresented families were being engaged through ZOOM. Parents/families have let the schools/district know that they appreciate the opportunity to participate through ZOOM.|This school year (2021 - 2022), the district is focusing in on the implementation of Tier 1 instruction with regards to ELA, Math, NGSS, and Social Studies. In addition, the district is working on adding support for Tier 2 instruction.|3|3|3|3|3|3|3|3|3|3|3|3|2021-10-12||2021 43693850000000|Cambrian|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Moreover, although CSD does not have any language groups above the 15% threshold representation as required by Ed Code for providing translation services for those languages, district and school sites information for families of English learners are communicated in both English and Spanish, and parents are informed of different language resources to assist them in accessing the important information.|"The COVID-19 pandemic presented numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings. The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible. Based on the Parent Engagement Surveys administered by all of our school sites during Spring 2021, the following highlights reflect the areas of strengths from our parent communities in terms of the schools and district's efforts to engage our school community in spite of the challenges the pandemic presented (677 responses): - 86.9% of parents agree that they feel welcomed and valued within our schools. - 86.0% of parents agree that each family's ethnicity and culture are recognized and respected by school staff. - 91.7% of parents agree they receive timely school communication in many different ways. - 87.0% of parents agree that school communication with parents is always done in a consistent manner that is available for all parents. - 87.0% of parents agree that school communication and information are easy to understand. - 79.3% of parents agree that they are encouraged to communicate to school staff any concerns they may have related to their child's academic progress. Additionally, CSD also surveyed our English learner parents to assess the needs with regards to English learner services provided (111 responses): - 59% responded ""Yes"" & 25% responded ""Somewhat"" that the school has explained the process of EL identification and program placement. - 69% responded ""Yes"" & 17% responded ""Somewhat"" The school has explained why an EL is required to take the ELPAC. - 72% responded ""Yes"" & 19% responded ""Somewhat"" My student is making significant progress in ELD. - 65% responded ""Yes"" & 26% responded ""Somewhat"" My student is making significant academic progress. CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. All students will have access to high-quality tier 1 instruction, tier 1 interventions, and supports are provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 43693856046445|Fammatre Elementary|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Moreover, although CSD does not have any language groups above the 15% threshold representation as required by Ed Code for providing translation services for those languages, district and school sites information for families of English learners are communicated in both English and Spanish and parents are informed of different language resources to assist them in accessing the important information.|"The COVID-19 pandemic presented numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings. The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible. Based on the Parent Engagement Surveys administered by all of our school sites during Spring 2021, the following highlights reflect the areas of strengths from our parent communities in terms of the schools and district's efforts to engage our school community in spite of the challenges the pandemic presented (677 responses): -86.9% of parents agree that they feel welcomed and valued within our schools. -86.0% of parents agree that each family's ethnicity and culture are recognized and respected by school staff. -91.7% of parents agree they receive timely school communication in many different ways. -87.0% of parents agree that school communication with parents is always done in a consistent manner that is available for all parents. -87.0% of parents agree that school communication and information are easy to understand. -79.3% of parents agree that they are encouraged to communicate to school staff any concerns they may have related to their child's academic progress. Additionally, CSD also surveyed our English learner parents to assess the needs with regards to English learner services provided (111 responses): -59% responded ""Yes"" & 25% responded ""Somewhat"" that the school has explained the process of EL identification and program placement. -69% responded ""Yes"" & 17% responded ""Somewhat"" The school has explained why an EL is required to take the ELPAC. -72% responded ""Yes"" & 19% responded ""Somewhat"" My student is making significant progress in ELD. -65% responded ""Yes"" & 26% responded ""Somewhat"" My student is making significant academic progress. CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. All students will have access to high-quality tier 1 instruction, tier 1 interventions, and support are provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 43693856046452|Farnham Charter|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Moreover, although CSD does not have any language groups above the 15% threshold representation as required by Ed Code for providing translation services for those languages, district and school sites information for families of English learners are communicated in both English and Spanish, and parents are informed of different language resources to assist them in accessing the important information.|"The COVID-19 pandemic presented numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings. The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible. Based on the Parent Engagement Surveys administered by all of our school sites during Spring 2021, the following highlights reflect the areas of strengths from our parent communities in terms of the schools and district's efforts to engage our school community in spite of the challenges the pandemic presented (677 responses): - 86.9% of parents agree that they feel welcomed and valued within our schools. - 86.0% of parents agree that each family's ethnicity and culture are recognized and respected by school staff. - 91.7% of parents agree they receive timely school communication in many different ways. - 87.0% of parents agree that school communication with parents is always done in a consistent manner that is available for all parents. - 87.0% of parents agree that school communication and information are easy to understand. - 79.3% of parents agree that they are encouraged to communicate to school staff any concerns they may have related to their child's academic progress. Additionally, CSD also surveyed our English learner parents to assess the needs with regards to English learner services provided (111 responses): - 59% responded ""Yes"" & 25% responded ""Somewhat"" that the school has explained the process of EL identification and program placement. - 69% responded ""Yes"" & 17% responded ""Somewhat"" The school has explained why an EL is required to take the ELPAC. - 72% responded ""Yes"" & 19% responded ""Somewhat"" My student is making significant progress in ELD. - 65% responded ""Yes"" & 26% responded ""Somewhat"" My student is making significant academic progress. CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. All students will have access to high-quality tier 1 instruction, tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 43693856046486|Price Charter Middle|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Moreover, although CSD does not have any language groups above the 15% threshold representation as required by Ed Code for providing translation services for those languages, district and school sites information for families of English learners are communicated in both English and Spanish and parents are informed of different language resources to assist them in accessing the important information.|"The COVID-19 pandemic presented numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings. The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible. Based on the Parent Engagement Surveys administered by all of our school sites during Spring 2021, the following highlights reflect the areas of strengths from our parent communities in terms of the schools and district's efforts to engage our school community in spite of the challenges the pandemic presented (677 responses): -86.9% of parents agree that they feel welcomed and valued within our schools. -86.0% of parents agree that each family's ethnicity and culture are recognized and respected by school staff. -91.7% of parents agree they receive timely school communication in many different ways. -87.0% of parents agree that school communication with parents is always done in a consistent manner that is available for all parents. -87.0% of parents agree that school communication and information are easy to understand. -79.3% of parents agree that they are encouraged to communicate to school staff any concerns they may have related to their child's academic progress. Additionally, CSD also surveyed our English learner parents to assess the needs with regards to English learner services provided (111 responses): -59% responded ""Yes"" & 25% responded ""Somewhat"" that the school has explained the process of EL identification and program placement. -69% responded ""Yes"" & 17% responded ""Somewhat"" The school has explained why an EL is required to take the ELPAC. -72% responded ""Yes"" & 19% responded ""Somewhat"" My student is making significant progress in ELD. -65% responded ""Yes"" & 26% responded ""Somewhat"" My student is making significant academic progress. CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. All students will have access to high-quality tier 1 instruction, tier 1 interventions, and support are provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 43693856046494|Sartorette Charter|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Moreover, although CSD does not have any language groups above the 15% threshold representation as required by Ed Code for providing translation services for those languages, district and school sites information for families of English learners are communicated in both English and Spanish, and parents are informed of different language resources to assist them in accessing the important information.|"The COVID-19 pandemic presented numerous challenges for traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. However, we had large turnouts at our board meetings. The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community was kept apprised with the latest information as much as possible. Based on the Parent Engagement Surveys administered by all of our school sites during Spring 2021, the following highlights reflect the areas of strengths from our parent communities in terms of the schools and district's efforts to engage our school community in spite of the challenges the pandemic presented (677 responses): - 86.9% of parents agree that they feel welcomed and valued within our schools. - 86.0% of parents agree that each family's ethnicity and culture are recognized and respected by school staff. - 91.7% of parents agree they receive timely school communication in many different ways. - 87.0% of parents agree that school communication with parents is always done in a consistent manner that is available for all parents. - 87.0% of parents agree that school communication and information are easy to understand. - 79.3% of parents agree that they are encouraged to communicate to school staff any concerns they may have related to their child's academic progress. Additionally, CSD also surveyed our English learner parents to assess the needs with regards to English learner services provided (111 responses): - 59% responded ""Yes"" & 25% responded ""Somewhat"" that the school has explained the process of EL identification and program placement. - 69% responded ""Yes"" & 17% responded ""Somewhat"" The school has explained why an EL is required to take the ELPAC. - 72% responded ""Yes"" & 19% responded ""Somewhat"" My student is making significant progress in ELD. - 65% responded ""Yes"" & 26% responded ""Somewhat"" My student is making significant academic progress. CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. All students will have access to high-quality tier 1 instruction, tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students."|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 43693930000000|Campbell Union|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings. At Rosemary Elementary, parents appreciate the time in the English Learner Advisory Committee, and Coffee with the Principal to provide input.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year. At Rosemary Elementary, a Parent Support Group helped families in the areas of building resiliency, impact of trauma, and parenting with a growth mindset. In addition, families have requested targeted support to increase parent and guardian involvement. Families are specifically interested in: training on how to support their student as a reader or in math, after school support for struggling readers, after school tutoring, intervention for reading, STEM/computer/Robotics for students, literacy classes for parents to know how to best support their children at home, and computer training classes for families.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education. At Rosemary Elementary, parents appreciate the support and focus the school provides for students and the support families receive from their Community Liaison. A recommendation from stakeholders is to increase communication to families using regular schedules.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693930106005|Village|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693930137273|Campbell School of Innovation|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046510|Blackford Elementary|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046536|Capri Elementary|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046544|Castlemont Elementary|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046577|Forest Hill Elementary|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046601|Lynhaven Elementary|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046619|Marshall Lane Elementary|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046627|Monroe Middle|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046668|Rolling Hills Middle|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43693936046692|Sherman Oaks Elementary|3|CUSD continues to focus on empowering families to be school leaders, providing training to School Site Council and DELAC members that focus on methods to engage in planning, designing, implementing, and evaluating district and school programs. The Family Education Institute at Foothill College FEI, supports families and educators in collaboratively developing the skills, tools, and agency needed to successfully navigate educational systems, build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. Through a variety of meetings, working groups, advisories, and surveys, the Superintendent and Instructional Services team works to gather feedback from stakeholders to inform decision making and share feedback to evaluate district and school programs. To ensure continued input, in 2020.2021, CUSD expanded the use of Zoom hosted meetings, a practice that will remain in place to support increased family attendance at meetings such as DELAC and other community meetings.|CUSD has a variety of ways to engage families in goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. In response to the unique challenges presented in 2020.2021, use of SeeSaw expanded, supporting the showcasing of student work, document reflections, and shared learning. CUSD offers Fall and Spring week conferences with support from a robust translation team and call in translation service in all languages for the students that we serve. The online Parent Handbook, provides active updates to the district website, and communications through School Messenger further support schools and the district in communication to better support student outcomes. In recognition of the importance of school/family partnership and communication focused on student success, CUSD will launch Schoology in grades 6-8 and at its K-8 schools beginning in the 2021.2022 school year.|CUSD engages parents and families through a variety of methods: Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, Faculty Senate, Superintendent Student Advisory, and District and School English Learner Advisory Committees. These forums provide stakeholders opportunities to build relationships and engage in two way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work which expanded in 2020.2021 to include pandemic specific outreach, home visits, parent education, and support for distance learning. All schools have Positive Behavior Interventions and Supports (PBIS) systems established to support students in explicit learning around behavior expectations. In 2021.2022, CUSD will offer annual training on parent and family engagement strategies to support teachers in engaging families in their student’s education.|4|4|4|4|3|5|4|4|5|5|3|4|2021-06-24||2021 43694010000000|Campbell Union High|3|Every site has a parent organization, an English Learners Advisory Committee (ELAC), and a School Site Council (SSC), with at least one parent on the ELAC who is also on the SSC. In addition, CUHSD has several advisory committees at the District level that include parents, including the Fairness and Belonging Committee, the President’s Advisory Committee consisting of parent representatives from each site, the Measure AA Citizens’ Oversight Committee, the Local Control and Accountability Plan Committee, and a District English Learners Advisory Committee. CUHSD is building the capacity of underrepresented families to engage in advisory groups, with an effective example being Padres Unidos at Del Mar High School, a group of over 70 parents that meet regularly to participate in workshops and plan educational events for parents at their sites. CUHSD also provides all families with opportunities to provide input on policies through regular DELAC meetings, live webinars in English and Spanish, the use of ThoughtExchange for input on District priorities, and the ability to publicly comment at Board meetings. A focus area for improvement is for CUHSD to work together with families to co-create and evaluate family engagement activities.|CUHSD has a District English Learner Advisory Council and all comprehensive schools have English Learner Advisory Committees. CUHSD also has four full-time Spanish bilingual Community Liaisons whose primary responsibilities include family outreach across all school sites. All school sites have outreach activities centered around incoming 8th-grade students in addition to 9th-grade orientation. Parent education events include a district-wide college fair and career expo. The new learning management system Canvas has enabled teachers to more effectively communicate with families regarding student progress. One focus area for improvement is around teachers discussing student progress with families. Over the next year, the District will work to provide clear expectations and opportunities for teachers to communicate not only grades but also mastery of content area standards.|CUHSD has offered several opportunities for families to stay informed and engage with district leadership about updates regarding COVID-19 responses and the reopening of schools. These have included webinars in English and Spanish on multiple social media platforms. School sites have additionally been reaching out to underrepresented families through phone calls and home visits as needed. Moving forward, the District will use ParentSquare for two-way communication of messages consistently from the District Office as well as from each school site. ParentSquare will be an improvement over current systems due to its integration with the Aeries Student Information System and embedded tools such as attendance alerts and ease of sharing, translating, and monitoring forms. Sites have improved the offering of parent education, with Spanish translations available. The Parent Project is also available at three out of five comprehensive sites, which provides education and training to parents on how to support students academically. One focus area is to improve engagement with parents around academic programs, four-year high school pathways, wellness initiatives, and continuing communication around the importance of state testing. CUHSD’s Title I School Del Mar High School has created a large multilingual family support group called Padres Unidos. Some sites are dedicating time during their English Learner Advisory Committees to cover topics of legal advocacy and immigration policies and three schools will continue to partner with the Parent Institute for Quality Education.|2|1|3|2|2|3|1|2|3|3|2|2|2021-06-24||2021 43694190000000|Cupertino Union|3|"Compared to others areas on the Hanover parent survey, respondents reported lower perceptions of their awareness and involvement in decision-making at both the school and district levels (60-81%). The lowest area was in parents' perceptions of their opportunities to give input in the decision-making process at the district level (60%). On our staff survey, site leadership teams rated our success in building capacity of staff to engage families in advisory groups a ""2 - Beginning Development"". Both the parent and staff survey data pointed to a need to focus in this area. The District set a priority in the area of community engagement for 2021-2022 and we continue to hold an ongoing series of Town Hall meetings to address this need. Additionally, the District hired a Communications Director to strategically target this priority. The Communications Director is charged with ensuring that all families, including underrepresented families, receive communications and have opportunities to engage. As part of this work, the District implemented Parent Square, a communications tool that provides immediate translation for families who need it. The District also reinstated an Executive Cabinet position in the area of Family and Community Engagement and included a bilingual Engagement and Community Resource Specialist in the LCAP to address this area of need and provide outreach to underrepresented families."|The District has systems in place to support partnership meetings between teachers and parents including site welcome events, TK-5 goal-setting conferences, middle school progress reports and the Student Study Team process. On our Hanover survey, nearly all respondents agreed (92%) that they can communicate with their child's school when needed. Most respondents believe that their child's school wants them to be involved in their child's education (82%). One area for growth is our communication regarding how parents can support social-emotional learning. Only 72% of respondents agreed that their child's school shares resources and information to help them support their child's social-emotional skills. This is an area we will target in our communications during 2021-2022. In order to improve the overall engagement of underrepresented families, the District set a site-based LCAP target in the area of survey completion and we will work with site principals to meet this goal. Additionally, the District is in the initial stages of forming a Diversity, Equity and Inclusion Committee. This work will begin with stakeholder feedback sessions, including a focus on hearing from underrepresented families.|The District utilized feedback from staff, parents in our PAC/DELAC group and the Hanover parent survey to respond to these prompts. At all CUSD schools, parents/guardians and staff partner in order to discuss student progress. As part of our Strategic Plan, we are committed to developing these partnerships in support of student learning and well-being. District Priorities include a focus on personalizing learning and supporting the whole child. Site communications, professional development, and parent education events are focused on these areas. Areas for improvement include providing professional development for school staff to build capacity for partnering with families in site decision making towards key areas of focus, as well as providing resources for families to support social-emotional learning at home. For the 2021-2022 school year, the District set three priorities and one of these areas focuses on engaging families. Additionally, the District is in the initial stages of forming a Diversity, Equity and Inclusion Committee. This work will begin with stakeholder feedback sessions, including a focus on hearing from underrepresented families.|4|4|3|3|2|3|4|2|2|3|2|2|2021-03-25||2021 43694270000000|East Side Union High|3|East Side is funding Parent and Community Involvement Specialists (PCIS)at each school site to support the school sites’ efforts to maintain parents informed of their children’s academic progress, and attendance as well as any school events and resources available to them and their families. In particular, they will target outreach efforts and support to Low-Income students, Students with Disabilities, Foster Youth, and English Learners and their families. Their efforts will include, but are not limited to: - ensuring all parents activate their accounts in the district’s student information system so they can access their students’ grades, assignments and attendance. - informing parents of school and district informational meetings - facilitating conversations between non-English speaking parents and school staff, including teachers. - referring parents to school and community based resources that support the students’ and families’ needs. - facilitate and organize parent workshops in English, Spanish and Vietnamese around topics of interest to parents of high school students.|East Side provides a variety of professional Development to support staff in responding positively to the social-emotional, academic and behavioral needs of our students and families. Some of the topics covered include: -How to conduct Home Visits -Academic interpretation for staff to support IEP & 504 meetings, and parent meetings In addition East Side staff offer informational parent meetings, individual parent meetings, parent teacher student conferences, and monthly meetings with the principal were a wide variety of topics are covered including: College and Career Readiness, Attendance, Graduation, College Scholarships, Mental Health/Social Emotional resources. An area of growth that we have identified is empowering our families to advocate and deepen their understanding of their educational legal rights.|The East Side Union High School District administered a survey to gather input for the LCAP, as well as assess parents’ level of satisfaction with our efforts to engage families. The results showed parents were highly satisfied with the District's work to support family members to effectively engage in advisory groups and decision-making. This area continues to be an area of growth for us as we connect with more underserved families. East Side is increasing access to primary language communication for families at all sites through increasing bilingual school staff, providing written communication in more languages than are mandated by the 15% rule, and just in time translation services for meetings.|4|3|4|3|3|3|3|3|3|2|2|3|2021-06-24||2021 43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|3|Although the majority of Escuela Popular/CTC students are adults, the staff is committed to engaging students, and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. Increasing the number of students providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many adult students face. We would like a more efficient way to capture more meaningful feedback from students to develop school priorities and monitor progress. We created student’s feedback survey during Fall, Winter and Spring. About 247 students provided their feedback representing 70% of the student body.|Escuela Popular provides a family learning environment that provides educational opportunities to 9-12 grade students who are over the age of 19. Over 90% of the students and their families are Spanish speaking with a vast majority also being immigrant households. Wrap-around services are provided on-site at the school to facilitate access to social services such as medical, advocacy and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing language barriers to developing relationships with parents to facilitate family involvement. Administrative support is available to meet the diverse needs of the families and students, such as Deans of Student and Family Engagement, Academic Counselor, and a Student Resource Advocate. No cost childcare, after school care, medical services, and transportation support are provided to families. An area of improvement is to create a more immediate platform for communication with families on a larger scale in order to keep them informed of events, projects, and important school meetings.|Briefly describe the LEA’s current strengths and progress in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. Escuela Popular is committed to providing students with opportunities and resources to support their learning at school and at home. Various programs and events take place at a convenient time, to which all students are invited and encouraged to attend, to inform students of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Student Recognition Assemblies where students and teachers recognize students with honor roll, perfect attendance, and showcase class projects. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on how to support their student’s academic and social success and wellbeing as well as their own learning. Results from our surveys are used to develop priorities and LCAP goals based on all stakeholder feedback. We continue using ParentSquare, Facebook, EP’s web site, and two student hotlines were created as a communication platform to keep students informed on school-wide events and for classroom communication. We will continue using the same platforms and will create a stakeholder feedback survey on a quarterly matter to continue receiving feedback on our current priorities and the development of new priorities.|5|4|4|5|3|4|4|4|4|3|3|3|2021-06-22||2021 43694270116889|KIPP San Jose Collegiate|3|arent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 77% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|4|4|3|3|4|3|3|3|3|3|2021-06-02||2021 43694270125617|ACE Charter High|3|ACE’s Community Engagement team has developed a Community Ambassador program, Parent Leadership program and School Site Advocacy (School Site Council) program. These different parent and family groups work directly with ACE leadership on various issues that impact ACE families. The Director of Community Engagement along with ACE’s Parent Organizer, school site’s Principals and Deans of Culture and Community Outreach attend monthly Cafecitos that are facilitated by parent leaders. In these meetings performance data is reviewed and solicit input and decision from all stakeholders. The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, SSC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. The SSC is composed of selected stakeholders that evaluate and provide feedback on school site practices, policies and initiatives that impact student learning and campus culture. Being that this program is new, ACE expects that the program's success will be captured in ACE annual survey. Once data from the annual survey is collected a needs assessment may be conducted to determine what if any gaps or additional needs from all stakeholders. A major strength of ACE’s Community Engagement team is its ability to create a parent to ACE Board member pipeline. ACE has held and currently holds seats for parents on it’s Board of Directors group.|ACE believes in building relationships between families to develop students' success. Through ACE’s Community Ambassador program, parent leadership groups and cafecitos, there is a space for parents to access and provide feedback on key issues needed for their students to school leadership. Families also have access to teachers throughout the year, and will receive a specific review of their students; academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. ACE holds monthly Cafécito meetings as a direct opportunity for families to have direct access to school leadership. Cafecito meetings provide opportunities for ACE families to get updated on the latest events and news at ACE, but also allows for parents and families to bring up and address any concerns they see in the ACE community. Cafecitos agenda’s includes professional development for our families to help them understand the academic program, social emotional supports and Multi-Tiered System of Supports offered at ACE. Other topics covered will range from school culture to academic progress to supporting the students as well as basic needs such as food security, immigration rights, and ELD support. Another key piece of Cafecitos is to ensure families understand the importance of goals setting and growth measures and how that translates into their home. The Community Ambassador Program and Parent Leadership program will develop and invest in it’s families by teaching them leadership and advocacy skills, which will lead to acknowledging the voice and agency one has. The goal of this program is to ensure the ACE program directly meets student and family needs.|Student and family engagement ensure ACE continues to seek and address student and family input. The desired outcome is for students and families to be engaged with the school community while ultimately demonstrating, independently, an optimistic mindset and college-ready habits and attitudes. ACE has invested in a broad program to engage and involve families. Under the direction of the Director of Community Engagement and with the support of the Parent Organizer and Dean of Culture and Outreach, this team will ensure families have access, input and space to advocate for their student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees (i.e. the Community Task Force focused on COVID-19 response), and continued development of the parent ambassador and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. The Community Ambassador Program is designed for ACE to work with prominent community members and parents to develop and invest in ACE’s families by teaching them leadership and advocacy skills, which will lead to acknowledging the voice and agency one has. The goal of this program is to ensure the ACE program directly meets student and family needs. ACE holds monthly Cafécito meetings as a direct opportunity for families to have direct access to school leadership. Cafecito meetings provide opportunities for ACE families to get updated on the latest events and news at ACE, but also allows for parents and families to bring up and address any concerns they see in the ACE community. Topics covered will range from school culture to academic progress to supporting the students as well as basic needs such as food security, immigration rights, and ELD support. This program is in it’s early stages. ACE will continue to work with the Director of Community Engagement, the ACE Parent Organizer, the Dean of Culture and Outreach as well as Community Ambassadors, parent leaders, and families to assess its level of success and through ACE’s annual survey.|5|5|5|5|5|5|5|5|4|3|4|3|2021-06-16||2021 43694270130856|Luis Valdez Leadership Academy|3|LEA operates under the premise that the teachers, parents, and students must work together as partners to create the offerings for a quality education as a team. Accordingly, each stakeholder must hold a piece of the decision making process to ensure overall efficacy. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Through these mechanisms, parents/guardians are an integral part of developing the School Plan for Student Achievement (SPSA), as well as the Local Control and Accountability Plan (LCAP) each year with the School Administration and Principal. Expectations for parents/guardians seeking to be involved in these accountability and strategy-based processes include development of the school’s multi-year strategic plan aligned with LCAP goals and improvement of the annual academic plan. Methods of informing the decision making process include overviews on the intent of education code and state-required practices, an understanding of the School’s Unduplicated Student Groups, the review and analysis of student data, consideration of school site budget measures, and establishment of measures to use as effective benchmarks to determine progress over time. Ongoing duties following development and implementation are to monitor the effectiveness of the academic plan on an ongoing basis, assessment supplemental services, soliciting community input and needs assessment, and regular parent budgetary updates via the Department of Finance. A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) at a rate over 70%. A concerted effort has been made to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify the student/community needs from the school annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement.|The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater.|The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Liaison, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, OneCallNow, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Parent Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings. Moreover, key community partnerships with twelve community nonprofit organizations across the areas of parental governance, health/safety, rental assistance, eviction defense, personal development courses, and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 90% of students that speak a language other than English. Also, in the midst of COVID-19, Parent Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Priorities for improvement this academic year include a Communications Sustainability Plan, more parent/guardian-led meeting spaces, and assisting families in the understanding of social/emotional support for students in their household. Additional training for technology literacy is also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Measures of progress in this area include over 50% of families responding to issued surveys, at least 75% of families attending a school meeting per semester, and 85% satisfaction rates for Parent Workshops.|4|4|4|3|4|4|4|4|4|4|4|4|2021-06-16||2021 43694270131995|B. Roberto Cruz Leadership Academy|3|LEA operates under the premise that the teachers, parents, and students must work together as partners to create the offerings for a quality education as a team. Accordingly, each stakeholder must hold a piece of the decision making process to ensure overall efficacy. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Through these mechanisms, parents/guardians are an integral part of developing the School Plan for Student Achievement (SPSA), as well as the Local Control and Accountability Plan (LCAP) each year with the School Administration and Principal. Expectations for parents/guardians seeking to be involved in these accountability and strategy-based processes include development of the school’s multi-year strategic plan aligned with LCAP goals and improvement of the annual academic plan. Methods of informing the decision making process include overviews on the intent of education code and state-required practices, an understanding of the School’s Unduplicated Student Groups, the review and analysis of student data, consideration of school site budget measures, and establishment of measures to use as effective benchmarks to determine progress over time. Ongoing duties following development and implementation are to monitor the effectiveness of the academic plan on an ongoing basis, assessment supplemental services, soliciting community input and needs assessment, and regular parent budgetary updates via the Department of Finance. A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) at a rate over 70%. A concerted effort has been made to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify the student/community needs from the school annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement.|The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater.|The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Liaison, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, OneCallNow, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Parent Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings. Moreover, key community partnerships with twelve community nonprofit organizations across the areas of parental governance, health/safety, rental assistance, eviction defense, personal development courses, and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 90% of students that speak a language other than English. Also, in the midst of COVID-19, Parent Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Priorities for improvement this academic year include a Communications Sustainability Plan, more parent/guardian-led meeting spaces, and assisting families in the understanding of social/emotional support for students in their household. Additional training for technology literacy is also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Measures of progress in this area include over 50% of families responding to issued surveys, at least 75% of families attending a school meeting per semester, and 85% satisfaction rates for Parent Workshops.|4|4|4|4|4|3|4|5|4|4|3|3|2021-06-16||2021 43694270132274|Alpha Cindy Avitia High|3|This past year has highlighted the importance of what we consider are the pillars of building an authentic community with families in support of student learning: communication & transparency, authentic engagement, and partnership in decision making. We believe a primary focus this year around increasing parent voice in decision making is in continuing to build our structures around SSC and ELAC. This includes supporting families in this group to take increasing ownership and leadership of agenda, voice, and keeping leadership accountable to feedback and decisions made during SSC and ELAC. This also includes building on a success from this year - the addition of Alpha board members from each school. Establishing strong lines of communication and a more formal structure between parents at each school and their SSC/ELAC with the parent on the board will ensure that parent voice is apparent in all levels of the organization.|Strengths/Progress Our network support team, including our Parent Learning Center, provides training and resources around how to best partner with families. This includes guidance around setting family engagement goals for the year, identifying key strategies, building a family meeting scope and sequence, and resources for SSC meetings. A particular strength this year is the further development of family workshops during the year, that is aimed as sharing key information to support student learning at home. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. Focus Area for Improvement Our focus area this year is to implement a comprehensive and high quality programmatic scope and sequence for family/community meetings, that focuses on community, advocacy, and content that grows the tools families have to support students. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families.|This past year has highlighted the importance of what we consider are the pillars of building an authentic community with families in support of student learning: communication & transparency, authentic engagement, and partnership in decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •88% of families feel welcome and heard by the school •95% of Families who feel the school does a good job of family engagement Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The consistency and quality of communication, with a wide variety of communication methods in order to reach all of our families; •Using direct teacher outreach to their families •Frequency and attendance of school events and workshops •Implement Stronger SSC and ELAC Meeting process and structures to increase participation and access for all families, and to increase family input and feedback|3|3|3|4|3|3|4|3|3|2|3|2|2021-06-24||2021 43694274330668|Latino College Preparatory Academy|3|LCPA operates under the premise that the teachers, parents, and students must work together as partners to create the offerings for a quality education as a team. Accordingly, each stakeholder must hold a piece of the decision making process to ensure overall efficacy. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Through these mechanisms, parents/guardians are an integral part of developing the School Plan for Student Achievement (SPSA), as well as the Local Control and Accountability Plan (LCAP) each year with the School Administration and Principal. Expectations for parents/guardians seeking to be involved in these accountability and strategy-based processes include development of the school’s multi-year strategic plan aligned with LCAP goals and improvement of the annual academic plan. Methods of informing the decision making process include overviews on the intent of education code and state-required practices, an understanding of the School’s Unduplicated Student Groups, the review and analysis of student data, consideration of school site budget measures, and establishment of measures to use as effective benchmarks to determine progress over time. Ongoing duties following development and implementation are to monitor the effectiveness of the academic plan on an ongoing basis, assessment supplemental services, soliciting community input and needs assessment, and regular parent budgetary updates via the Department of Finance. A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) at a rate over 70%. A concerted effort has been made to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify school needs annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement. The LEA’s responsibility is to|The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater.|The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Liaison, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, OneCallNow, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Parent Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings. Moreover, key community partnerships with twelve community nonprofit organizations across the areas of parental governance, health/safety, rental assistance, eviction defense, personal development courses, and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 90% of students that speak a language other than English. Also, in the midst of COVID-19, Parent Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Priorities for improvement this academic year include a Communications Sustainability Plan, more parent/guardian-led meeting spaces, and assisting families in the understanding of social/emotional support for students in their household. Additional training for technology literacy is also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Measures of progress in this area include over 50% of families responding to issued surveys, at least 75% of families attending a school meeting per semester, and 85% satisfaction rates for Parent Workshops.|4|4|5|4|4|4|4|5|4|4|5|3|2021-06-16||2021 43694274330676|San Jose Conservation Corps Charter|3|Parent feedback at virtual outreach events, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2020-2021 LCAP Goals & actions and services which align with our WASC action plans. Parent feedback on LCAP goals is solicited and encouraged|Ongoing phone calls, Parent-Teacher conferences, and student led conferences provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via transition planning meetings, IEP meetings and administrator calls to parents. Parent support, including translation and information, is provided for IEPs, transition meetings, and parent-teacher conferences. A focus area will be to increase communication on Parent Involvement activities as we look to continue to get parents involved.|Parents, and administrators worked jointly to support families with return to in person learning, social emotional supports and parent involvement. Parent involvement is also discussed at weekly staff meetings, where opportunities and initiatives are reviewed for further dissemination throughout our school.|4|4|3|3|4|4|4|3|3|3|3|3|2021-06-03||2021 43694274330726|Escuela Popular Accelerated Family Learning|3|Escuela Popular is committed to engaging students, parents, and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from parents, teachers, and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. The school provides meaningful ways for parents to provide input in decision making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC/DELAC), LCAP Community Meetings. Increasing the number of parents in providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many parents face. We would like a more efficient way to capture more meaningful feedback from parents and students to develop school priorities and monitor progress. Quarterly feedback surveys are administered with an average of 230 parents provided feedback from TK-12th grade. This is equal to about 73% participation.|Escuela Popular offers a family learning environment that provides educational opportunities to TK-12 grade students and their parents on one campus. Over 90% of the families are Spanish-speaking with a vast majority also being immigrant households. Wrap-around services are provided on-site at the school to facilitate access to social services such as medical, advocacy, and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing language barriers to developing relationships with parents to facilitate parent involvement. Administrative support is available to meet the diverse needs of the families and students, such as Student Support Team.No cost childcare, after-school care, medical services, referrals to local community-based organizations, free or reduced lunch, grocery distribution, and transportation support are provided to families. An area of improvement is to re-engage and reconnect with some families that are afraid of being exposed to covid, therefore don't want to come to our campus or send their children to school.|Escuela Popular is committed to providing families with opportunities and resources to support students learning at school and home. Various programs and events taje place at a convenient time, to which all parents and students are invited to attend and encouraged to attend, to inform parents and family members of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Family Nights (5 per year) were students and teachers showcase classroom work and curriculum. Twice a year parents come to the school for Parent Conferences in the fall and winter to review their student's academic progress. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on how to support their students' academic and social success and wellbeing. A virtual Stakeholder Feedback survey was created during fall, winter, and spring. Successful participation was accomplished, about 253 families provided feedback (75% responses). We continue to using ParentSquare, Facebook, EP's website, and two hotlines were created as a communication platform to keep parents informed on school-wide events and for classroom communication. We will continue using the same platforms and create a stakeholder feedback survey on a quarterly matter to continue receiving feedback on our current priorities and the development of the new priorities.|5|4|4|5|3|4|4|4|4|4|4|4|2021-06-22||2021 43694350000000|Evergreen Elementary|3|Evergreen School District has done a lot of work in the area of seeking input for decision making. As mentioned in previous narratives, each site holds monthly school site council meeting and English Language Advisory Committee meetings. In these meetings, site specific data is shared in the areas of school climate, social and emotional well-being, and academics. Stakeholders participate in cycles of inquiry to determine areas of strength as well as areas that need additional support and the goals, actions, and budget created in the school plans are delineated and allocated for the continuous improvement. Additionally, opportunities exist at several junctures throughout the year, for parents and staff to work collectively through the same process but for district wide goals and actions through the development of the Local Control and Accountability Plan. These meetings happen throughout the year and at locations where typically underrepresented groups may be more likely to attend. Translators are available and in place to offer support for families whose first language is that other than English.|"Evergreen trains site principals every year in running effective and inclusive school site councils and District English Language Advisory Committees. (DELAC). Parent representation in each of these groups is essential. Site administrators reach out to families concisely to participate in elections and to serve on these important stakeholder committees. Parent teacher conferences are held across the District, minimally once a year. However, some sites practice student led conferences at other times during the year. This is an area we would like to improve upon. Currently, Evergreen is exploring opportunities that tie into Profile of a Leaner work through our partnership with Nicole Anderson and Evergreen's commitment to equity and equitable practices. During the 21-22 school year, Nicole will provide professional development for the Board of Trustees, administrators, and teacher leaders across the District focusing on the mental models we carry and asking administrators and leaders to set the foundation for our equity work by working ""from the inside out."" This work will be systematic and help provide structure in Evergreen that will place an emphasis on decision making and policy making through the lens of equity."|The District has tried different ways to strengthen relationships in Evergreen over the years. The pandemic was a challenging time for educators, but what it did allow us to do was find new ways to reach out to families and help them stay connected with the school(s). Technology platforms like parent square and zoom helped enable participation in very important stakeholder meetings. Additionally, surveys via survey monkey and google forms helped us garner feedback from our parent community on topics that were important to them and areas the District could strengthen. One area of focus for the 21-22 school year will be to reactivate Parent University. Currently we are looking at Triple P and partnering with the city to train leaders in Evergreen. The Triple P – Positive Parenting Program is a parenting and family support system designed to prevent – as well as treat – behavioral and emotional problems in children and teenagers. It aims to prevent problems in the family, school and community before they arise and to create family environments that encourage children to realize their potential.|3|3|3|4|3|4|4|4|4|4|4|4|2021-06-28||2021 43694500000000|Franklin-McKinley Elementary|3|The Franklin-McKinley School District utilized results from the 2020-21 Family LCAP Survey, which had 2,107 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2020-21 LCAP Family Survey Data given during the pandemic when students were in Distance Learning, the following results provide feedback on Seeking Input to Decision Making from the parents who participated in the survey: ? 95% of families responded favorably that the school takes parents’ opinions into consideration and 91% felt the district takes parents’ opinions into consideration. ? 95% of the families responded favorably to being aware of the school’s goals and plans to improve the school. FMSD has various advisory groups where parents have input in budgetary and programmatic decision-making. At the district level: the District English Learner Advisory Committee (DELAC) , the Superintendent’s District Advisory Committee (DAC) , Special Education Workshop and the Citizens’ Bond Oversight Committee. At the site level, each school implements the required School Site Council and the English Learner Advisory Committee. In addition, several sites hold parent coffees which are less formal. but provide parents with the opportunity to ask questions, voice concerns and express needs to the site principal. The DELAC and DAC are especially important in the development of the LCAP. interpretation and translation is provided in Spanish and Vietnamese. FMSD has identified the following areas to focus on for improvement: ? Building the capacity of staff to effectively engage families in advisory groups by providing training in culturally responsive ways to connect families to school. ? Provide opportunities for involved parents to participate in community organizing efforts that support schools. This includes engaging parents in leadership development training.|The Franklin-McKinley School District utilized results from the 2020-21 Family LCAP Survey, which had 2,107 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2020-21 LCAP Family Survey Data given during the pandemic when students were in Distance Learning, the following results provide feedback on Building Partnerships from the parents who participated in the survey: ? 80% families responded favorably to having participated in school activities other than conferences or IEPs ? 88% of the families responded that they were satisfied with their child’s academic progress. ? 93% of families responded favorably that the school offers opportunities for families to help them learn how to support their child’s learning. The District Advisory Committee reviewed the District’s Parent Involvement Policy and are interested in revising the implementation of that policy to improve how staff and families partner to improve student outcomes. Schools in the District all host Back-to-School Nights and parent-conference weeks throughout the course of the school year to meet with families and students to discuss progress and ways to work together to improve student outcomes. Schools will continue to offer parent education engagement programs such as Latino Literacy Project and the Parent Institute for Quality Education. The Franklin-McKinley School District has identified the following areas to focus on for improvement: ? 1. Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. ? 2. Review the District’s Family Engagement Policy and implementation of that policy.|The Franklin-McKinley School District utilized results from the 2020-21 Family LCAP Survey, which had 2,107 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2020-21 LCAP Family Survey Data given during the pandemic when students were in Distance Learning, the following results provide feedback on Relationship Building from the parents who participated in the survey: ? 98% of families responded favorably to feeling welcome which is an increase of 2 percentage points from last year. ? 94% of families responded favorably to school and home communication being helpful and positive ? 96% of families responded favorably to the principal being available to parents this year ? 94% of families responded favorably to school and home communication being positive and open. This was a decrease from last year. When Relationship Building was discussed at the District Advisory Committee meeting on May 26,2021, parents and staff rated the district as Initial Implementation. School staff feel schools are welcoming but feel that we need to identify improved ways to connect with families. The Franklin-McKinley School District has identified the following areas to focus on for improvement: ? Supporting staff to learn about each family’s strengths, cultures, languages, and goals of their students. There is an expectation that our school sites communicate with families in their preferred language and provide various translation tools and processes to do so. We primarily serve English, Spanish, and Vietnamese speaking families across the District. Throughout the school year, the District will encourage school sites to celebrate culturally relevant holidays to build a sense of community for the families they serve (i.e. Lunar New Year Celebrations, Hispanic Heritage Month, Moon Festivals, etc.).|3|3|3|3|3|3|3|3|2|2|2|2|2021-06-22||2021 43694500113662|Voices College-Bound Language Academy|3|In addition to our stakeholder engagement, where feedback is collected, Voices started conducting Panorama Surveys, given twice a year, in the 20-21 school year. We will be continuing to use those into 21-22 for students, parents, and staff.|Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.|Voices Academy knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, workshops, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected.|3|3|3|4|3|3|4|3|3|3|4|3|2021-06-10||2021 43694500123299|Rocketship Mosaic Elementary|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43694500128108|Rocketship Spark Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school has built out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. Each spring, we send out a parent survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consisten parent participation, and we have enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. Additionally, leading up to the 2020 election, we partnered with When We All Vote to ensure that Rocketship families knew about their options to register to vote and engage in the voting process.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which supports a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. We were able to transition each of these key touch points to be done virtually, when needed, and staff receive training to facilitiate this transition. Parents have also been able to continuously track their students learning through an integrated dashboard showing students performance, engagement, and progress on assignments. The dashboard equips parents with the up to date information that allows them to support their students and be a continuous advocate.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard. During school closures due to COVID-19, our staff have found ways of remaining connected with families, including virtual home visits, phone calls from teachers, and virtual opportunities to meet with principals.|5|4|4|4|4|5|5|5|4|4|4|4|2021-06-10||2021 43694500129205|KIPP Heritage Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 77% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|4|4|3|3|3|3|4|3|4|3|3|2|2021-06-02||2021 43694500129247|ACE Esperanza Middle|3|ACE’s Community Engagement team has developed a Community Ambassador program, Parent Leadership program and School Site Advocacy (School Site Council) program. These different parent and family groups work directly with ACE leadership on various issues that impact ACE families. The Director of Community Engagement along with ACE’s Parent Organizer, school site’s Principals and Deans of Culture and Community Outreach attend monthly Cafecitos that are facilitated by parent leaders. In these meetings performance data is reviewed and solicit input and decision from all stakeholders. The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, SSC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. The SSC is composed of selected stakeholders that evaluate and provide feedback on school site practices, policies and initiatives that impact student learning and campus culture. Being that this program is new, ACE expects that the program's success will be captured in ACE annual survey. Once data from the annual survey is collected a needs assessment may be conducted to determine what if any gaps or additional needs from all stakeholders. A major strength of ACE’s Community Engagement team is its ability to create a parent to ACE Board member pipeline. ACE has held and currently holds seats for parents on it’s Board of Directors group.|ACE believes in building relationships between families to develop students' success. Through ACE’s Community Ambassador program, parent leadership groups and cafecitos, there is a space for parents to access and provide feedback on key issues needed for their students to school leadership. Families also have access to teachers throughout the year, and will receive a specific review of their students; academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. ACE holds monthly Cafécito meetings as a direct opportunity for families to have direct access to school leadership. Cafecito meetings provide opportunities for ACE families to get updated on the latest events and news at ACE, but also allows for parents and families to bring up and address any concerns they see in the ACE community. Cafecitos agenda’s includes professional development for our families to help them understand the academic program, social emotional supports and Multi-Tiered System of Supports offered at ACE. Other topics covered will range from school culture to academic progress to supporting the students as well as basic needs such as food security, immigration rights, and ELD support. Another key piece of Cafecitos is to ensure families understand the importance of goals setting and growth measures and how that translates into their home. The Community Ambassador Program and Parent Leadership program will develop and invest in it’s families by teaching them leadership and advocacy skills, which will lead to acknowledging the voice and agency one has. The goal of this program is to ensure the ACE program directly meets student and family needs.|Student and family engagement ensure ACE continues to seek and address student and family input. The desired outcome is for students and families to be engaged with the school community while ultimately demonstrating, independently, an optimistic mindset and college-ready habits and attitudes. ACE has invested in a broad program to engage and involve families. Under the direction of the Director of Community Engagement and with the support of the Parent Organizer and Dean of Culture and Outreach, this team will ensure families have access, input and space to advocate for their student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees (i.e. the Community Task Force focused on COVID-19 response), and continued development of the parent ambassador and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. The Community Ambassador Program is designed for ACE to work with prominent community members and parents to develop and invest in ACE’s families by teaching them leadership and advocacy skills, which will lead to acknowledging the voice and agency one has. The goal of this program is to ensure the ACE program directly meets student and family needs. ACE holds monthly Cafécito meetings as a direct opportunity for families to have direct access to school leadership. Cafecito meetings provide opportunities for ACE families to get updated on the latest events and news at ACE, but also allows for parents and families to bring up and address any concerns they see in the ACE community. Topics covered will range from school culture to academic progress to supporting the students as well as basic needs such as food security, immigration rights, and ELD support. This program is in it’s early stages. ACE will continue to work with the Director of Community Engagement, the ACE Parent Organizer, the Dean of Culture and Outreach as well as Community Ambassadors, parent leaders, and families to assess its level of success and through ACE’s annual survey.|5|5|5|5|5|5|5|5|4|3|4|4|2021-06-16||2021 43694680000000|Fremont Union High|3|FUHSD LCAP Goal 4 states that parents, students, and other community stakeholders will have a variety of opportunities to learn about and give feedback on school and District priorities, expenditures, and programs. The District has developed a strength in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making in coordination with supporting family members to effectively engage in advisory groups and decision-making. Parents and the community are engaged through a variety of opportunities including Principal coffees, Parent Teacher associations (PTA, PTSA, Los Padres, and Korean Parent Association), school and District English Language Advisory Committees (ELAC), School Site Council, and booster clubs. District committees including the Community Advisory Committee on Enrollment, the District Wellness Council, the COVID-19 Taskforce and the Community Oversight Committee for Bond Programs are additional ways that parents are able to contribute to District-level discussions and decisions. Parents of students with disabilities are provided opportunities for input and learning through the Special Education Local Plan Area Community Advisory Committee. Since the spring of 2017, the Board of Trustees has held Board Office Hours at school sites on a rotating basis in order to reach further into the community and provide a more informal setting for parents and community members to speak with them. During the 2020-21 school year this occurred through parent webinars via Zoom. The District is making progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Examples include the Community Advisory Committee on Enrollment making biannual recommendations to the Board of Trustees and the District Wellness Council receiving continued updates on the implementation of the bell schedules that came from a Wellness Taskforce review of student sleep deprivation and reviewing the results of the 2019 Student Wellness Survey and dialoguing about next steps. The District Family Engagement Committee is comprised of parents and staff representatives from all five school sites and several District administrators. Formed during the 2016-17 school year, this committee was responsible for designing and helping administer the November 2017 Parent Engagement Survey. They also act as the District’s LCAP Advisory Committee. Current functions include to review and support growth and development of parent education offerings provided by PTSAs, the District, and other community-based entities. A growth area is to solicit input on policies and programs from families of Hispanic and African-American background, and families and students who may be homeless and students who are foster youth.|The FUHSD is implementing professional learning and support to teachers and principals to improve our school’s capacity to partner with families and provide them with information and resources to support student learning and development in the home. Information about student learning is offered through avenues such as Guidance and Science Engagement Nights. Families are invited to events such as a parent panel on post-high school options, financial aid, and guidance presentations. Development offerings include an 8-week course on Strengthening Families through the Foothill Family Engagement Institute and a one-evening course on substance abuse in both Spanish and English. Through partnership with El Camino Health, the District provides presentations on mental health related topics for students, staff and parents. Partnerships have also been in place with community organizations and local city governments regarding vaping. Our PTSAs provide presentations for families in the areas of college planning and parenting supports. The FUHS Foundation established a Parent Resource Network. The purpose is to have a centrally located list of resources and an organized series of parent education offerings, to improve effectiveness and efficiency in parent education delivery and address equity across the district. The District is in our third full school year of a partnership with Santa Clara County Behavioral Health to implement School Linked Services. This resource has been particularly helpful in providing support to our underrepresented students and their families. Funding was provided to purchase books related to parent education in order to create lending libraries. Beginning with the 2020-21 school year the provision of community-based services such as mental health are occurring in coordination with Care Solace. Access to live support is available 24/7 in a variety of languages. School Linked Services and information about District complaint procedures have provided support to families to understand and exercise their legal rights and advocate for their own students and all students. The District is committed to transparency and community input to make sure it is serving as a good neighbor and an involved community partner. The District believes that the quality of the education program can improve through listening to complaints, considering differences of opinion, and resolving disagreements through an established, objective process. The District is increasing avenues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. A focus area for improvement is further implementation of partnerships with families and to strengthen outreach to and input from families of Hispanic and African-American background, families of students of homeless and foster youth.|In a community survey conducted in May 2020, the FUHSD was viewed favorably and rated positively by most, and the high schools’ quality education and reputation are the District’s top attributes. Each school site has incorporated parent engagement goals into their WASC Action Plans and increased efforts to reach out to communities that have traditionally been less engaged. Each school site and program continues to make progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This includes the importance of maintaining communication and providing professional development that focuses on building and maintaining positive relationships. In support of creating welcoming environments for all families in the community, parent orientation programs are implemented and Back to School Night activities include an orientation for parents of newcomer English Learners. Each year a School-Based Therapist provides a 5-week parenting workshop presented in Mandarin during each semester. The content of this course mirrors that of the course offered to all families by another School-Based Therapist. Both courses are publicized to all families in the District. Outreach to students and families also occurs through Latino mentor programs, Los Padres, Korean Parent Association, and Bilingual Committees and English Language Advisory Committees (ELAC) which provide outreach to families in their native language, including Mandarin, through student and parent mentors. Efforts to reach out to communities that have traditionally been less engaged include scheduling events on weekends and home visits. Students and families who are homeless receive support coordinated by District Office administration and the Educational Options Guidance Counselor with a connection to each school site/program. Supports for students who are foster youth are coordinated by the Guidance Counselor at Educational Options with ongoing communication to each site. The District continues to provide support staff to learn about each family’s strengths, cultures, languages, and goals for their children. Programs and practices continue to be viewed through an equity framework that was designed through stakeholder input. Aspects of the framework in support of equity and excellence are: inclusivity, action for growth, rigor, development and wellness, and empowerment and agency. Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children.|4|4|3|4|3|3|3|3|5|5|3|3|2021-06-22||2021 43694840000000|Gilroy Unified|3|The district used a variety of venues and opportunities for families to engage in the decision-making process for the LCAP. The district made a concerted effort to engage a more representational group of families through the survey and had almost four times more participation than the previous year. In addition to the LCAP survey, meetings were scheduled for a number of groups/committees, in order to ensure additional input, particularly from English Learner and families with Special Needs students--District English Learner Advisory Committee (DELAC), Superintendent/Parent Advisory Committee (SPAC), School Site Councils, Staff and Parent Club groups from each site and Parent Advisory Council (Migrant). These meetings were designed deliberately to encourage families to access and engage in the major points of the LCAP and other funding sources and grants, and reflect on the specific actions the district has been taking. There is still a need to ensure that a larger representation of underrepresented families and groups are involved in these decision-making processes.|Over the last several years, the district has implemented parent leadership training, particularly targeted for Spanish-speaking parents. In addition, the district partners with various community agencies to provide direct support to high needs families, including virtual and in-person counseling services for students and families, parent workshops, and other health resources. All elementary and middle schools hold parent conferences every fall to ensure parents and teachers have the opportunity to discuss student progress and ways parents can support their students. There continues to be a need to support schools and teachers to partner authentically with parents, particularly underrepresented families. New social emotional curriculum will incorporate a family engagement component. The district continues to partner with community based organizations to offer workshops/trainings for parents, teachers, and other staff.|The district and schools have made intentional efforts in ELAC, DELAC, and SPAC meetings to engage families in an accessible manner regarding the key aspects of school and district plans. While all schools have parent involvement plans, the SEAL program at four elementary sites includes an active family engagement component. In addition, the district is training site staff and all administrators in addressing issues of equity and bias with the goal of establishing a supportive environment for all students and families. While the district’s previous LCAP survey indicates that 83% of parents feel welcome in the school environment, we continue to focus on this to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program. There is ongoing collaboration between the school district and Community Based Organizations to identify and meet the needs of students/families. Surveys have been shared with students and parents throughout the course of the school year to gather input on the needs of families.|3|3|3|3|2|3|3|3|3|3|3|3|2021-05-20||2021 43694920000000|Lakeside Joint|3|Current communication streams and information sharing/gathering community events remain very successful with the broader community but is still a challenge to engage more of our ELL families in those events and increase participation. The school is developing a number of committees within the community that provide guidance and decision-making to the school and district and seeks to engage a broader membership of the parent community. The principal has identified specific families who would/could represent our underrepresented families and individually reached out to them to both engage them and invite them to participate in specific events, meetings, and committees.|The school and district have developed a number of activities to support parent involvement and engagement in the school, beyond just volunteering within the classroom. The parent Induction Program has been very successful in engaging a high percentage of our families in the process of volunteering within the school day and events off site. Classroom Conversations, weekly Superintendent email blasts, providing human translators at parent meetings and teacher/parent conferences has been beneficial and supportive of parents who first language is not English. The school continues to be challenged to have more regular engagement and participation within the school and school events by those parents who speak a first language that is other than English. Lakeside Principal held several on-site meetings with our parents of children who are English language learners and has added a more robust weekly newsletter format that has been developed by a parent volunteer.|Lakeside JSD has developed a number of opportunities to build and maintain strong relationships between families and school staff. The Lakeside Principal has identified families who are underrepresented as participating in community events and activities and has individually reached out to these families and both invited them to participate more and engage in school events and activities as well creating goal setting conversations with these families with her personally to build connections and develop relationships. The school currently has a number of successful communication streams that connect families with the school and provide important information about special events, policies, and ways to engage and keep families included in the school community. The 2021-2022 school year has begun with additional communication supports and strategies for connecting the school/district to the community in general and parents more successfully. The school uses digital translators during digital/electronic communications for our ELL students and provides human translators during parent conferences and meetings between staff and families of ELL students. The LJSD has developed multiple opportunities to engage and include families in school affairs and informational meetings, e.g.: Town Hall meetings, 2nd Cup of Coffee, The Foundation meetings/email/newsletters and flyers, the School Site Council, English Language Advisory Council, Board of Trustee meetings, weekly district/school newsletters, and an implemented parent induction program for parent volunteers.|5|5|4|5|4|4|5|4|2|2|4|3|2021-06-30||2021 43695000000000|Loma Prieta Joint Union Elementary|3|Our district provides multiple ways in which to allow a parent to serve in an advisory capacity. We have our School Site Council; our Budget Advisory Committee; and our Bond Oversight Committee. In addition, parents may participate in the Home & School Connection parent club on each campus. We continue to seek additional ways to gather parent/community, especially from our underrepresented families and from our families that are not able to participate in evening committees, input on such things as our LCAP and our Strategic Plan.|Our district offers three days a year of professional development focused on items within our strategic plan. In addition, teachers are provided weekly time on Wednesdays to collaborate with grade/content level colleagues. Our teachers are in constant contact with their students' families through the use of Google Classroom and Parent Portal in PowerSchool. Our staff holds parent conferences twice a year in the fall and spring, as well as providing quarterly reporting of academic progress. We would like to work more closely with our families of special needs students to help provide the resources needed for their child to be academically successful.|"Loma Prieta Is a small mountain community which enables for more close, direct, personal contact with each student and family. We provide a weekly newsletter to each of our two sites. We use Blackboard as our communication tool to parents as well as our website. We provide translation services to our Spanish-speaking families despite not being required to do so. We continue to seek additional ways to invite groups of parents, especially our underrepresented families to participate. We are looking into programs like Thought Exchange and we are trying to se if ""walk & talks"" monthly will provide avenues for parents to participate."|5|5|4|4|4|4|5|4|5|5|3|4|2021-06-16||2021 43695180000000|Los Altos Elementary|3|The area for improvement is around better reaching families of underrepresented groups in LASD. LASD has hired a bilingual Family Engagement Facilitator to support the improvement fo this critical work.|The area for improvement is around better reaching families of underrepresented groups in LASD. LASD has hired a bilingual Family Engagement Facilitator to support the improvement fo this critical work.|The area for improvement is around better reaching families of underrepresented groups in LASD. LASD has hired a bilingual Family Engagement Facilitator to support the improvement fo this critical work.|4|4|3|4|4|4|4|4|4|4|3|5|2021-06-08||2021 43695260000000|Los Gatos Union Elementary|3|LGUSD has made extensive efforts to seek input for decision making. LGUSD utilizes both surveys and focus group meetings to gather input from the community. The district views multiple methods for gathering feedback as the most effective way to collect and synthesize information. The same strategies (focus groups meetings and surveys) are used to gather input from the LGUSD staff. The survey results are reviewed by district administration and shared with the Board of Trustees to inform decision making and the new strategic plan for the district. The district will continue to improve communication and offer opportunities to contribute in the decision making process by sending information out in a variety of formats and by specifically reaching out to underrepresented families. LGUSD would like to see an increase in the number of responses to surveys.|LGUSD has remained committed to building relationships with the families we serve. In the fall of 2019 the superintendent facilitated more than 25 focus groups inviting families (including underrepresented families) from across the district to provide their feedback and ideas regarding the direction of the district. This is all part of the development of a 5 year strategic plan for LGUSD. The implementation of the strategic plan was slightly delayed due to school closures relating to the COVID-19 pandemic but will fully resume during the 2021-22 school year. The school reopening process included weekly public board updates as well as the assembly of a parent advisory council to report progress to the parent community and receive feedback regarding plans. LGUSD plans a yearly survey for all parents to gather feedback on progress relating to the implementation of the strategic plan (aligned to the LCAP). The survey will be used to gather input to guide district decision making and to expand the ways that we can increase parent participation opportunities. The survey will have questions relating to each of the eight state priorities. After review of the feedback LGUSD will make additional efforts to train staff to remain as culturally sensitive as possible.|LGUSD has remained committed to providing professional learning opportunities for staff along with parent education sessions. Focus areas for the district during the past year have been on equity and inclusivity efforts as well as Comprehensive Sexual Education. Professional development opportunities for teachers/staff as well as parent education have been provided in these areas. LGUSD conducted a joint staff/community book study focused on systemic racism in the criminal justice system to better understand issues of equity and inclusivity. This district also held three community conversations about race, equity, and inclusivity in Los Gatos while passing a board resolution supporting social justice, equity, inclusivity, and denouncing discrimination of all kinds. LGUSD will continue to specifically reach out to underrepresented families and will aim to increase participation in future parent education offerings.|5|4|5|5|4|5|5|5|5|5|5|5|2021-06-08||2021 43695340000000|Los Gatos-Saratoga Union High|3|"Our actions have been guided by Stakeholder input and feedback. The strengths from the LCAP survey feedback indicate that LGSUHSD has ""A culture of excellence and pride in achievement"" ; ""a lot of focus and resources in SEL"" ; and an acknowledgment that ""many gains in utilizing Canvas across all subjects/courses were made during this year of remote learning"" with ""teachers, staff and students who are quickly adaptable to change."" Areas of growth indicate the need to ""try to look at all students and find those who are falling through the cracks or struggling."" This informed the need for Goal 1, Action 1: Tiered Academic Interventions. Other comments from the survey indicated the need to ""[d]efine the graduate profile. That work needs to be finished (implemented) in order to meet the other components of this rather large goal."" This informed Goal 1, Action 2: committee processes, professional development, staff release time and collaboration time focused on the Graduate Profile. Goal 1, Action 3 focuses on the PLC process which was informed by comments such as, ""[w]ith many programs to help out students at our school already, training the staff for the PLC should be the focus of the goal."" Action items for Goal 2 were informed by comments focusing on the need for ""small group discussions on discrimination and harassment"" and the need to ""recognize differences and issues and rapidly respond without hiding them."" Goal 2 Action items include Advisory Modules, Restorative Practices, and support with Title IX Consultation. Feedback for Goal 3 included suggestions for ""common practices for use- every teacher uses Canvas differently and it can be very confusing, e.g. modules vs assignments, Canvas calendar, assigning due dates, how the home page is set up, etc."" This informed our actions of having Training for Staff and Students along with committees and tech leaders that can help support growing innovative practices that support creativity, critical thinking, collaboration and communication skills."|The district implemented several initiatives to address the identified performance gaps with socio-economically disadvantaged and foster youth students' academic scores and suspension rates. These initiatives included increasing alternatives to traditional suspension and expulsion discipline models in order to more effectively support student growth and development. Both of the District's schools are focused on cultivating and sustaining inclusive and diverse learning environments. Also, the District supported a number of collaborative classes and a new PACT Services Period offered at both school sites. Progress Intervention and Monitoring Services (e.g., 1:1 services, supporting IEP students with D’s/F’s, classroom observations) Assessment (Academic & Transition) Services Consultation Services with student, teachers, providers and/or parents Transition Services In this collaborative approach, a general education and special education teacher work together. They plan and team teach lessons and activities to address the development of all our students, especially those with special needs. In addition to offering targeted academic intervention classes, the increased focus and work in the area of student social and emotional wellness was another component in supporting student positive behavior, positive choices, and positive adult support. Lastly, the District is targeting technology and training resources, including coaching support for teachers, in order to promote an increase in student engagement and achievement.|Due to the constantly changing landscape caused by COVID19, LGSUHSD solicited advisory input and involvement from stakeholders in order to plan for a robust educational program for students and staff during this extended time of global pandemic. Our advisory committee considered input from surveys and input sessions and discussed educational options including 1) full remote/online teaching and learning, 2) full remote/online teaching with onsite activities for selected subsets of students, 3) a blended model of instruction including continued remote learning with staggered times when subsets of students would come to campus and 4) a full return to campus for all students. Input and involvement activities included: 2019-20 ? Thought Exchange for Students & Families ? Interactive Input session with Staff ? Surveys of Staff, Students & Families ? Graduate Profile Stakeholder Process ? Fall 2020 Committee and 9 WorkGroups, four large group meetings (6/4, 6/18, 7/14, 7/28) and twenty-eight sub-committee meetings ? Consultation and negotiations with both employee associations ? Board Updates and public comment (6/23, 7/14, 7/28, 8/25) ? Community Town Hall- (8/10) (500+ participants) ? Development of Parent & Student Remote Learning Guide 2020-21 ? Google Presentation ? Video Recording Overview ? Remote Learning/Phase 2, 3, 4 Surveys to Families, Students, Staff ? LCAP Google Form Survey to Families, Students, Staff ? Presentation with School Site Council ? Leadership Class Student Presentations ? F2C Meetings 6/4, 6/18, 7/14, 7/28, 10/15, 1/27, 3/1, 3/16, 5/10, 6/7 ? Community Forums/Town Hall Meetings ? Instructional Leadership Team Meeting Presentation ? California Healthy Kids Survey - 12/9/20 ? Technology Committee Meetings: Feb 8, March 29, April 26 ? BrightBytes Survey - 2/10/21 ? Area Superintendent, SCCOE & Public Health department meetings ? Consultation and negotiations with both employee associations ? Board Office Hours Sessions with Staff: Dec 3, March 3, May 4 ? Board Updates and public comment (Feb 9, March 2, March 24) 2021-22 Local Control Accountability Plan for Los Gatos-Saratoga Union HSD Page 8 of 47 ? SEL Survey SHS ? SEL Survey LGHS ? Board Meeting Report: 1st LCAP reading, LCAP Update & Federal Addendum reading by Board (May 25) ? LCAP and Budget Public Hearing (June 8) ? LCAP and Budget Adoption (June 22)|3|4|3|4|3|4|3|4|4|4|4|4|2021-06-22||2021 43695420000000|Luther Burbank|3|Over 90% of our student population are considered underrepresented (low income, English learner or foster/homeless). We have significantly increased family engagement utilizing zoom whenever hosting community forums such as Cafecito and School Site Council. The school/district will continue provide hybrid in person/zoom opportunities for parents to participate in workshops and community meetings/events. We will incorporate the use of surveys and polls to expand community feedback and input.|Luther Burbank quickly responded to Distance Learning by procuring devices and hotspots for every family. Online learning platforms and use of zoom facilitated continuity of learning and family communication. Teachers met individually with parents and students to provide instruction on how to access assignments and sign into zoom. Online curriculum and resources are available for student and family access 24/7. We will continue to provide workshops to parents on how to support their child's learning and effective conferencing and goal setting strategies. We have amplified our partnership with School Linked Services and intentional outreach to our most vulnerable families. The administration and counselors meet regularly to discuss student and family needs and support strategies. We will continue to promote support services to underrepresented families via multiple communication channels.|Luther Burbank strives to create a welcoming and inclusive environment for all families. We do this by scheduling meetings and events to accommodate our families schedules and providing translation services. Our SSC has a balance composition of staff, parents and grade level representation. Zoom has increased participation of families at community meetings and lifted the voices and input of parents to key school plans such as our LCAP. We are working to expand leadership opportunities for our parents as described in Goal 4 of our LCAP which includes expansion of volunteer opportunities when safe to do so, participation in leadership workshops, and use of communication tools such as ParentSquare.|4|4|4|5|3|3|4|4|4|4|4|3|2021-06-08||2021 43695750000000|Moreland|3|Our strength in this area is our work with our principals and staff to understand our community and identify strategies that encourage participation in advisory groups and decision-making. We ensure that sites utilize their community liaisons to tap into their community leaders to help build a network of families that feel comfortable joining the various school groups. Knowing that our underrepresented families are more likely to attend DELAC and site ELACs, we repeat trainings and information gathering at these meetings. We continue to look for ways to engage our families that attend school sites where there is a very small percentage of underrepresented families. Factors such as babysitting, transportation, and translation can be a barrier to participation. Due to the pandemic, we’ve learned that some families are able to engage in meetings over Zoom because it removes these barriers. We will continue to offer meetings in-person and over Zoom to reach as many families as possible.|Our current strengths in building relationships with our families include offering parenting classes to English Learners, ELAC/DELAC meetings, parent education nights, and translation services. Working closely with our DELAC, we assess the different needs of our underrepresented families in order to help them engage fully with our school community.|We offer professional development for our teachers and administrators in working with diverse families through our Instructional Leadership Team at the district level and staff meetings at the site level. This year we have a focus on equity. We are working to understand how equity plays a key role at all of our school sites and to align our policies and practices to support all students. We also offer parent education nights for parents to learn how to support their students at home and to build the home and school connection. Traditionally, training topics include technology use, positive parenting, sexual health, and healthy lifestyles. From the pandemic, we learned that there are several areas where parents need resources in supporting their student’s social emotional needs, academic progress, and behavioral needs. Our population continues to change, and therefore, we are working to support families who speak languages other than English, Spanish, and Vietnamese. We have worked to create a network of parents with similar home languages to connect them with the school community. We have also teamed with outside providers to provide translation services for these families.|5|4|5|4|5|5|5|5|5|4|4|4|2021-06-22||2021 43695830000000|Morgan Hill Unified|3|The district and school sites have built robust advisory groups including school site councils, English learner advisory councils, special educations advisory councils and home and school clubs. The district also convenes district wide congresses to bring representatives of all groups together and encourages each council to have representation on other councils to facilitate communication and alignment of efforts. This is ongoing work which requires annual refreshing as the parent and student audiences move up such that sustainability is not necessarily achieved without constant attention.|Partnerships for student outcomes are the focus of our CABE Project to Inspire program which focuses on helping parents understand their rights, complexities and navigation of the school system. The program has purposeful outreach for underrepresented families. Our focus area for improvement is to increase participation and to train parent graduates of the program to provide networking and co-present future sessions.|The Morgan Hill Unified School district values parental participation and meaningful stakeholder engagement to assist student learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active ELAC and School Site Councils) and parent participation in parent project and project to inspire. Additionally, parents are surveyed regarding a number of topics including these key questions which parents rank high to low on a five point scale. The questions include: our school seeks input and encourages parental participation in decision making (3.8); our school promotes parental participation in programs (3.9 ); and as parents we feel like valued partners in our child’s education (3.9). These metrics help to inform the actions in our Local Control Accountability Plan and Family Engagement Plan. Online meetings did present some new challenges, but also strengthened participation by removing travel and logistical obstacles for parents. Our annual Parent and Student congresses, parent advisory meetings, and Governing Board meetings were all convened despite the pandemic. Plan highlights for 2020-21 include: retooling meetings to provide for virtual participation with live translation services. All metrics are monitored in our LCAP as can be seen in the annual report under goal area 2 by cutting and pasting this URL to your browser: https://drive.google.com/file/d/1xvm4qdxa21_CDMsdPVQv8cPFicJvjp8d/view|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-15||2021 43695836118541|Charter School of Morgan Hill|3|CSMH utilizes a computerized check-in system, and a feature of this system allows for the tracking of at-school volunteer hours. On average, parents volunteer 775 hours a month. This does not include all of the hours parents contribute after school and on weekends. In addition, parents have an opportunity to participate in decision-making by being on the CSMH Board of Directors and/or attending monthly Board meetings. Parents also may serve on the Budget / LCAP committee or represent CSMH on the Community Advisory Committee for special education. Every May, CSMH holds a State of the School meeting. This meeting is attended by the majority of CSMH families and staff. At this meeting, parents have an opportunity to provide input into the School’s LCAP goals and ask questions regarding the budget.|Parent participation is a key component of CSMH’s mission and vision and is highly valued. Staff meets regularly to discuss and implement strategies for building trust and respectful relationships with families. CSMH prides itself on creating a welcoming and family feeling environment. The CSMH Outreach Coordinator and a parent committee continue to develop and implement strategies for reaching out to underrepresented communities and to encourage them to consider CSMH as an option for their children.|Staff and parents work together as a team to support academic outcomes. Over 90% of parents attend Back to School Night, Fall Exhibition, and Spring Exhibition. At these events, teachers take the opportunity to educate parents about how they can support their children at home. Every parent attends a goal-setting conference in the fall. Teachers, parents, and students work together to develop goals and an action plan for the school year. CSMH has subscribed to a program called ParentSquare. This program provides a quick and easy platform for parents and teachers to communicate with one another. CSMH has a half-time Community Liaison whose primary job is to develop family engagement systems and activities that create support for teaching, learning, and student achievement. CSMH has identified strengthening the parent partnership in LCAP goal #3 – CSMH will welcome students, parents, and staff in an inclusive environment as essential partners and encourage consistent participation in School experiences that support student success.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-22||2021 43695910000000|Mountain View Whisman|3|"MVWSD is at the beginning implementation stages in all areas regarding input for decision making. Results from the Districts LCAP/Climate survey only 65% of respondents agreed or strongly agreed that the District is building the capacity of and supporting family members to effectively engage in advisory groups and decision making. All school sites have School Site Councils and English Learner Advisory Committees, which play critical roles in developing school site plans. MVWSD has a District Advisory Committee and a District English Language Advisory Committee. All committees are involved in the development of the Local Control Accountability Plan (LCAP). Additionally, when the District is seeking input on issues, these groups are regularly consulted and their input collected and used in the decision making processes. In order to provide families with opportunities to share input on policies and programs, MVWSD uses survey tools. The Climate/LCAP survey is given each year in January and results are used to develop the LCAP and school site plans. While survey participation has been good overall, there are still lower response rates for underrepresented families. The District will be working with the sites’ School and Community Engagement Facilitators on a plan to increase survey responses rates in 2021-22 . The District is in the beginning phase of developing opportunities for families, teachers, principals and district administrators to work together to plan, design, implement and evaluate family engagement activities. While some work is done through District and site committees, this is an area that needs improvement to ensure we are improving engagement, especially for underrepresented families."|MVWSD is at the beginning or initial implementation phase in all areas of developing partnerships for student outcomes. While teachers are always available to meet with parents, the District does provide dedicated time, through minimum days in January, for all parents to meet with teachers to review student progress. Time is also provided in March for parent/teacher meetings as needed. The District also uses an online assessment and instruction platform - i-Ready. All students in the District take i-Ready diagnostic assessments in English Language Arts and mathematics three times per year. Results are sent home to parents so they can see students’ progress and growth toward meeting grade level standards. The i-Ready instructional program is used in the classroom and can also be used at home to help students fill academic gaps or extend their learning. Again, the District has a focus on cultivating and maintaining an inclusive and welcoming culture that acknowledges, embraces, and empowers all stakeholders in its Strategic Plan (Goal 3). MVWSD is working directly and collaboratively with parents to build mutual capacity for supporting student learning and refining Parent University. Parent University is a series of learning sessions and conversations that empower adults to support students to thrive. Attendance at Parent University sessions increased during the 2020-21 school year and MVWSD is looking to continue to strengthen this program.|MVWSD is either in the Initial or full Implementation phase in all areas of building relationships. The District’s Strategic Plan Goal Area 3 is focused on cultivating and maintaining an inclusive and welcoming culture that acknowledges, embraces, and empowers all stakeholders. MVWSD is committed to improving communication with families and ensuring that they get needed information in easily accessible ways. Effective communication builds understanding and trust and will allow the District to work together with parents to support student’s wellbeing and development. MVWSD also employs School and Community Engagement Facilitators at all school sites. The facilitator acts as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement. Their responsibilities include serving as a resource for connecting students and parents to district and community agencies, resources, parent education, and other events and activities that are linked to strong, positive student outcomes.|3|4|3|4|2|3|3|2|2|2|2|2|2021-06-17||2021 43696090000000|Mountain View-Los Altos Union High|3|There are clear opportunities for parent and community input at MVLA. The school sites and the district office seek input from various parent groups and include families in decision-making. One measure of parent input involves the work with the English Language Learner Advisory (ELAC) groups at the sites and the District English Language Learner Advisory (DELAC). Both sites have active ELAC groups and hold quarterly meetings with families. Meetings are held in English with translations in Spanish and Mandarin. The ELAC groups have elected officers that participate in School Site Council, DELAC, and other parent forums. During the distance learning, the district and sites gave regular webinars on various topics for parents, staff, and students. Surveys, on platforms such as Google Form or ThoughtExchange, were given to parents, staff, and students for input. The input gathered helped to inform the next steps in our support to our schools during distance learning. Currently, we are putting together a Parent Partnership Counselor that will work throughout the year with various school leaders to continue to strengthen our collaboration with families and work on common goals together.|MVLA makes a conscious effort to engage all families in the school community. Through the work of the various parent groups, parents have the opportunity to learn about our schools, play a role in the school community, and partner with school staff to support student outcomes. Parents are encouraged to participate in the PTSA, Booster groups, Latino Parent Organization, ELAC, Tea Time (for Asian families), and the MVLA Parent Foundation. School staff work with all families to ensure that they are connected with at least one parent group. The Parent Outreach Coordinators particularly work with our immigrant families’ conferences throughout the year. Parents can schedule a time during the school day or after school to meet with teachers. Interpreters are provided in any language. School counselors also meet with families during a student's freshman and senior year. Parents can also schedule a meeting with a counselor if need be. Our new Community Outreach Specialist has the main goal of strengthening our partnership with our families. The position is currently creating a Parent Partnership Council as a means of creating continual ongoing communication and work on goals with the administration. We continue to find ways to provide professional learning experiences for all staff to strengthen our relationships with families. This is an area of growth. The support staff has attended training at the county to provide Spanish interpretation at formal settings such as 504 or IEP meetings. and our Spanish-speaking families.|Building trusting relationships with families is a high priority at MVLA. Recently, we added a new position of Community Outreach Specialist to strengthen our outreach, engagement, and building parent participation at MVLA. We continue to offer the Parent Ed Workshop Series sponsored by the MVLA Parent Foundation which brings a variety of special topics to parents. Supporting the growth and engagement of our ELAC, DELAC, PSTA, and other parent organizations adds to the collaboration and building community with our families. Parent Ed workshops range from social-emotional support for students to college preparedness. Translation services are available for families. Another significant effort to promote parent participation is working with the Parent Institute for Quality Education (PIQE) and providing parent education training for Spanish-speaking families. Families are recruited to participate in a 9-week program that provides vital information about the high school and college systems in the US. This program is designed to empower first-generation families to promote higher education. We have recreated how we run our parent-teacher conferences. This allows for more flexibility, year-round, and targets students and families with great need to communicate. All schools in MVLA create welcoming and inclusive environments for all families. Information to families on the website, via email, and in print is provided in English and Spanish. Translation services are provided to parents in any language. Multiple staff members, including administrators, speak more than one language, including Spanish and Mandarin. An area of growth is to continue to focus on and increase partnership with our Latino families.|4|5|3|5|3|4|5|4|4|4|4|5|2021-10-12||2021 43696170000000|Mount Pleasant Elementary|3|- The District has advisory committees with representation from every school. For example, the Local Control Accountability Plan/Budget Advisory Committee seeks broad representation; we ask every school to recruit a PTA, School Site Council, and ELAC member. - The District will be providing training for parents to encourage them to participate in Advisory groups. - Language interpretation and written translation are provided whenever possible at meetings.|For the 2021-22 school year, the District is planning the following: - Include parent training on social, emotional, and physical well-being. - Partner with Santa Clara County Office of Education to train district employees and parents to collaborate on improving parent engagement. Parents and staff will receive six training modules over the 2021-2022 school year; the plan will be shared in the Spring of 2022 and implemented the following year. - The District will also be partnering with an outside agency to provide parent training and encourage parents to join the schools and District's advisory groups.|"Survey results indicate that 72% of the fifth-graders report having a ""caring relationship"" with an adult at school, and 70% report a high level of school connectedness. These percentages are up significantly from the previous year. While 65% of seventh-grade students report ""caring relationships"" with a teacher or other adults, and 67% report a high level of school connectedness, these percentages are down from the previous year. A high rate of parents (88%) also responded that District schools have adults that care about students, and District staff (87%) report that schools are a supportive place for students. Parents (83%) believe that their school promotes respect for all cultural beliefs and practices. In regards to school safety, District Staff (96%), Parents (91%), and Students (71% 5th grade, 65% 7th grade) feel Mt. Pleasant schools are safe for students. In addition, District Staff (91%), Parents (91%), and students (86% 5th grade, 69% 7th Grade) responded that ""All students are treated with respect."" A high percentage of District staff (98%) reported that schools foster an appreciation of student diversity, Regarding school facilities, a high percentage of respondents feel school sites have ""clean and well-maintained facilities"" (89% parents, 91% Staff, 14%. Students think the schoolyard and buildings are clean and in good condition most or all of the time (66% 5th grade, 54% of 7th grade). Areas for growth identified include providing opportunities for meaningful participation for students. For example, parents (70%) and students (45% 5th grade, 30% 7th grade), student mental health as an issue, while Parents (70%) feel that quality counseling or social-emotional support are provided, District staff(74%) indicate they need more professional development in meeting the social -emotions needs of students. A significant increase in students (32% of 7th graders) reported they had experienced chronic sadness or hopelessness. Staff (30% District, 45% at middle school) indicate student depression/mental health is a moderate to severe concern, and 16% of 7th graders report considering suicide in the last twelve months. Bullying or harassment among students has also been identified as an area for improvement; 39 % of 7th graders reports experiencing bullying. Parents (39%) and middle school staff (70%) indicate bullying is a moderate to a severe problem for students. Students (78% 5th graders, 49% of 7th graders) report an anti-bullying climate at school. Actions taken to address identified needs include hiring additional mental health counselors, working with outside counseling agencies, providing staff development on mental health support, and anti-bullying rallies and assemblies. Also, campus supervisors and student advisors support students. Family Case managers will also be working with identified student's families to provide outreach support to connect them to additional services if needed."|4|4|3|3|3|4|4|3|4|3|3|3|2021-06-23||2021 43696176048045|Ida Jew Academies|3|- The Ida Jew Academy in collaboration with the MPESD has advisory committees representation with the other schools in the District. For example, the Local Control Accountability Plan/Budget Advisory Committee seeks broad representation; the school recruits a PTA, School Site Council, and ELAC member. - The Ida Jew Academy in collaboration with the MPESD will be providing training for parents to encourage them to participate in Advisory groups. - Language interpretation and written translation are provided whenever possible at meetings.|For the 2021-22 school year, the Ida Jew Academy in collaboration with the MPESD is planning the following: - Include parent training on social, emotional, and physical well-being. - Partner with Santa Clara County Office of Education to train district employees and parents to collaborate on improving parent engagement. Parents and staff will receive six training modules over the 2021-2022 school year; the plan will be shared in the Spring of 2022 and implemented the following year. - The Ida Jew Academy in collaboration with the MPESD will also be partnering with an outside agency to provide parent training and encourage parents to join the schools and District's advisory groups.|"Survey results indicate that 72% of the fifth-graders report having a ""caring relationship"" with an adult at school, and 70% report a high level of school connectedness. These percentages are up significantly from the previous year. While 65% of seventh-grade students report ""caring relationships"" with a teacher or other adults, and 67% report a high level of school connectedness, these percentages are down from the previous year. A high rate of parents (88%) also responded that District schools in association with Ida Jew Academy have adults that care about students, and District staff (87%) report that schools are a supportive place for students. Parents (83%) believe that their school promotes respect for all cultural beliefs and practices. In regards to school safety, District Staff (96%), Parents (91%), and Students (71% 5th grade, 65% 7th grade) feel Mt. Pleasant schools are safe for students. In addition, District Staff (91%), Parents (91%), and students (86% 5th grade, 69% 7th Grade) responded that ""All students are treated with respect."" A high percentage of District staff (98%) reported that schools foster an appreciation of student diversity, Regarding school facilities, a high percentage of respondents feel school sites have ""clean and well-maintained facilities"" (89% parents, 91% Staff, 14%. Students think the schoolyard and buildings are clean and in good condition most or all of the time (66% 5th grade, 54% of 7th grade). Areas for growth identified include providing opportunities for meaningful participation for students. For example, parents (70%) and students (45% 5th grade, 30% 7th grade), student mental health as an issue, while Parents (70%) feel that quality counseling or social-emotional support are provided, District staff(74%) indicate they need more professional development in meeting the social -emotions needs of students. A significant increase in students (32% of 7th graders) reported they had experienced chronic sadness or hopelessness. Staff (30% District, 45% at middle school) indicate student depression/mental health is a moderate to severe concern, and 16% of 7th graders report considering suicide in the last twelve months. Bullying or harassment among students has also been identified as an area for improvement; 39 % of 7th graders report experiencing bullying. Parents (39%) and middle school staff (70%) indicate bullying is a moderate to a severe problem for students. Students (78% 5th graders, 49% of 7th graders) report an anti-bullying climate at school. Actions taken to address identified needs include hiring additional mental health counselors, working with outside counseling agencies, providing staff development on mental health support, and anti-bullying rallies and assemblies. Also, campus supervisors and student advisors support students. Family Case managers will also be working with identified students’ families to provide outreach support to connect them to additional services if needed."|4|4|3|3|3|4|4|3|4|3|3|3|2021-06-23||2021 43696250000000|Oak Grove Elementary|3|"Feedback from the LCAP and CHKS survey point to our procedures for giving families the opportunity to provide input on policies and programs and seeking input from underrepresented groups as a strength. A focus area in this section points to the need to support principals and staff to effectively engage families in advisory groups. All parent and committee meetings were held virtually which increased access and participation. We also held multiple ""town hall"" format and informational night meetings for the Superintendent to go out to the community to share the state of the district as well as to engage stakeholders' and solicit feedback. These metrics help to inform the actions in our Local Control Accountability Plan which supports: the development of a comprehensive parent engagement plan; bilingual community liaisons at all sites; timely translation of key documents; and more digital communication systems to families (eg. ParentSquare, Peachjar, district and site web pages, the Infinite Campus parent portal. All metrics are monitored in our LCAP as can be seen in the annual review section under goal 6 using this link: Oak Grove School District LCAP."|Feedback from the LCAP and CHKS survey point to our procedures for meeting with families to support student achievement and providing families with resources at home as a strength. The families appreciate the goal setting conferences for all TK-6 grade teachers at the beginning of the year. They see it as a valuable process for connecting early to discuss their children's needs. Families also responded that they liked the online resources available for additional support at home. Families have an interest to learn more about their legal rights and avenues for advocacy for their students. As a district, we will explore options of parent education and information nights in this area. Current Board Policies and the District Student Handbook outline local rights and procedures for parents, but the data speaks to a need to share this information in a more readily accessible manner.|Feedback from the healthy kids survey and the LCAP survey points to our multiple opportunities for two-way communication between families and educators as a strength. Utilization of ParentSquare has helped support streamlined communication to our families in the language of their choice. Of the four sections, communication came up as the greatest strength for Oak Grove. Additionally, our families expressed that they would like to see school staff learn more about each family's strengths, cultures, languages and goals for their children. At our district level meetings, we'll make more of an effort to connect with families to generate ideas on how to learn more of family and students' experiences.|5|4|4|5|2|4|4|3|4|2|5|3|2021-06-17||2021 43696410000000|Palo Alto Unified|3|The family engagement policy was updated and adopted by the board with input received from the LCAP stakeholder engagement process, District English Language Acquisition Committee (DELAC) and District Advisory Committee (DAC) advisory groups in the fall of 2020. Title I sites hold annual meetings with all stakeholders and review the policy, which is also reviewed by Site councils. The DELAC and DAC meet quarterly to review that LCAP. The district also holds LCAP public feedback sessions in the fall and spring which distributes the policy in multiple languages. During the pandemic these meetings continued through Zoom with language interpreters. In addition, the district has an online feedback tool “Let’s Talk” that has a specific LCAP section. All Title I compact, meetings and other events are translated into multiple languages and various modes of communication including texts, emails, flyers, phone calls. PAUSD uses Blackboard which translates all messages into multiple languages and provides a phone number of a specific district staff member that can further assist parents. Technology tools such as Schoology and Infinite Campus provide translation for report cards, progress reports and other notes from teachers. The Department of Equity and Student Affairs have expanded the Student and Family Engagement program (SAFE). SAFE Staff assist with all translation if technology is not accessible with parents, and sits with parents one on one to ensure understanding of school related materials. The opportunity for informed participation of parents and family members of migratory children is offered through the guidance of the district social worker and SAFE staff. Sites also have a special education parent advocacy group that the SAFE meets with quarterly.|PAUSD understands that training all staff to work collaboratively with parents is essential. PAUSD has expanded the cultural and equity workshop series to include parents, administrators, board members, certificated and classified staff. At Title I sites SAFE specialists provide workshops and one on one meetings with parents on current technology to track student achievement, understanding of progress reports, current standards and assessment. The SAFE specialists also accompany parents to teacher conferences when requested. The SAFE specialists ensure that childcare, translation and family needs are communicated to site and district staff. The FES program reaches out to targeted populations at sites through phone calls and home visits. With smaller numbers of migratory families, the full-time district social worker with 10 SAFE specialists, the program is able to reach out to all families of participating students which include; students with disabilities, migratory, foster youth and McKinney Vento students. The social worker meets with families one on one with special circumstances or needs to ensure access to school. The social worker also meets with families when they are leaving and returning to school to help provide transportation, translation, basic school supplies and other needs that may arise. Each SAFE specialist and the district social worker are given site access to these distribution lists to ensure families are contacted, informed and how to participate.|In 2018-2019 the district redesigned the Family Engagement Program (FES) to the Student and Family Engagement Program and moved the program to the Department of Equity and Student Affairs. An administrator was also hired to oversee implementation of the new program. The program changes developed through surveys sent to families and community meetings. Each site is allocated hours and time, with secondary sites assigned a student coach for targeted populations. The SAFE specialist serves as the link between the school, parents, and community. They will develop and foster community collaborations, as well as provide referrals to community-based services for families. They expand opportunities to families for continued learning, voluntary community service, and civic participation. They guide parents to understand the educational system to become advocates for their children’s education and empower parents to become decision-makers.|3|3|3|3|4|2|2|2|3|3|3|3|2021-06-08||2021 43696660000000|San Jose Unified|3|The Office of Family Engagement works collaboratively with our school sites to support reaching out to families to get them involved with site level advisory committees. The school sites run their own SELAC meetings, for parents of English Language Learners, and the office of family engagement trains interested parents so they can engage. The Office of Family Engagement also supports the school sites with training parents in the School Site Council roles and responsibilities. At the district level, parents engage in a variety of district level committees, and are trained all the necessary components of engaging in an advisory committee. The main goal of our trainings is to build capacity in families so they feel comfortable engaging in dialogue, within their committee, and making decisions. We focus on the components of each committee, the history and background of the committee, and empowering families to engage at each meeting. This is a standing topic at our Fall Family University, where several trainings are delivered to families on School Site Council, SELAC, DELAC, and our Voluntary Integration Plan. These sessions reiterate the importance of family input on programs and policies at the site and district levels. School sites may reach out at any time to the office of family engagement to receive a more personalized training, or support sessions to work with advisory parents as needed. In the challenging time of distance learning our leadership team relied upon the presidents of our advisory committees to engage in the discussion and planning of school reopening’s. Our parent leaders actively engaged with district leadership to provide input, revisit policies, and make decisions regarding school reopening’s. The office of family engagement seeks input from underrepresented families in regularly scheduled meetings with groups of families to seek their input on topics or needs. Meeting with families to better understand their needs, better understand the topics they would like training in, and better understand their struggles. We feel that our workshops, trainings, and events focus on the needs of families that we hear from a variety of input sessions. At the end of every session we ask families to complete a survey, provide input, and get feedback. This information allows us to reflect, re-plan and redo our sessions based on family feedback to ensure we are meeting the needs of the attendees. A focus of our parent liaisons is to reach out making personal call to families asking for input of their needs. This personal call allows for an amazing amount of information to be gathered, and families are able to get both internal and external resources, and provide input to possible needs. Our school sites without parent liaisons worked with the office of family engagement and our public information officer to identify district staff who could make family phone calls.|The Office of Family Engagement provides a variety of events, workshops, and trainings to support both the academic and social-emotional needs of students. A key focus in all trainings is to be able to better equip families with the necessary language to support their involvement at schools. At our largest event, Family University, we offered workshops to support families: • ‘How to Communicate with Teachers’ based on the intended purpose, to express concern, to inquire about support, how to start a conversation and how to reach staff. Families looked at the different approaches and practiced various sentence starters depending on their intended goal. • ‘School Transitions’ to help support families that are moving through the school level transitions, elementary to middle school and middle school to high school. Families were provided with support materials and the necessary questions to ask for their students. Additionally, we have an array of prerecorded videos on the District’s website with supports for families to support their children such as: • How to Navigate Parent Portal, Canvas and WebEx. • How to Best Support Students (social-emotional supports) These provide families with an understanding of how to track students’ academic progress and allows them to start a conversation with teachers, and how to address concerns. There was a specific focus on the social-emotional supports for students this year so we worked to engage families in better understanding the needs of their student. In SJUSD, we provide leadership training for parents/families that are going to be representatives in our district or site committees. Prior to our district or site level committee meetings we provide training to its members so they understand the function of the committee and their role of being advocates for English Learners at the District level. Our parent committee members for each committee review the bylaws and gain understanding that they are representatives for their communities. Our Parent Liaisons receive professional development twice a month on such topics as: • Types of questions to ask during parent-teacher conferences, • Technology platforms students are using in distance learning, • Social-emotional supports for students and families, • Supporting families in the special education process, • Understanding the components of our Voluntary Integration Plan, • We worked with Pre-School Teachers to share strategies on how to communicate with families that do not speak English. We recognize one of the challenges being the different needs among our forty-one school sites. While we may offer strategies and workshops at the district sometimes we find there is more involvement at the site level. Our next step would be to bring staff together from different sites together to share best practices on how they have built partnerships with families for student outcomes.|The Office of Family Engagement has a focus on providing a variety of opportunities to engages families to support their student, better understand the school system, and get involved in schools. A key component to our Strategic Plan is the ongoing focus on family involvement and family satisfaction, it drives our work. All district and site leaders engage in professional development around communication strategies that are inclusive to the school community and outreach to families. This past year a district wide focus on building relationships was called out for all employees of San José Unified School District. Classroom teachers received specific professional development for building trusting and meaningful relationships with students and families. SJUSD has invested in the development of our Parent Liaisons which support our 27 Title I schools. Our Parent Liaisons have played a critical role in the outreach and building trusting relationships with families, as they are often the first point of contact for families. They are provided ongoing professional development that allow them to reach out and support families with all the necessary tools (internally and externally). For our 14 non-Title I schools, the Office of Family Engagement works to support family outreach and the training of their site staff. The collaborative work done between school sites and office of family engagement increases outreach to our families with a specific focus on our underrepresented families. As a District we started conversations with our parent leaders, asking for input and/or concerns, in order to promote more opportunities for two-way communication. Our Manager of Family Engagement has regularly scheduled meetings with parent leaders, as a check in, for input, concerns or questions. Our site administrators hold monthly principal meetings for parents/families to attend and engage with the principal. SJUSD has regularly scheduled DELAC meetings, and our school sites hold scheduled SELAC meetings where they focus on getting a variety of important information to our families. We have several district committees where parent fill the leadership positions and they are trained by the office of family engagement. Each year we review our district wide climate survey data from parents in order to reflect on the feedback, and plan for future years based on parent input. We have families in challenging living situations thus are very mobile throughout the school year. It is difficult to connect with families and get necessary resources if we cannot make contact. A next step is to continue to find new ways to connect with our underrepresented families and get them to the agencies/resources that are so needed to connect with external agencies and share those resources at the school sites.|4|4|4|4|3|4|4|4|4|4|4|4|2021-06-24||2021 43696660131656|ACE Inspire Academy|3|ACE’s Community Engagement team has developed a Community Ambassador program, Parent Leadership program and School Site Advocacy (School Site Council) program. These different parent and family groups work directly with ACE leadership on various issues that impact ACE families. The Director of Community Engagement along with ACE’s Parent Organizer, school site’s Principals and Deans of Culture and Community Outreach attend monthly Cafecitos that are facilitated by parent leaders. In these meetings performance data is reviewed and solicit input and decision from all stakeholders. The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, SSC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. The SSC is composed of selected stakeholders that evaluate and provide feedback on school site practices, policies and initiatives that impact student learning and campus culture. Being that this program is new, ACE expects that the program's success will be captured in ACE annual survey. Once data from the annual survey is collected a needs assessment may be conducted to determine what if any gaps or additional needs from all stakeholders. A major strength of ACE’s Community Engagement team is its ability to create a parent to ACE Board member pipeline. ACE has held and currently holds seats for parents on it’s Board of Directors group.|ACE believes in building relationships between families to develop students' success. Through ACE’s Community Ambassador program, parent leadership groups and cafecitos, there is a space for parents to access and provide feedback on key issues needed for their students to school leadership. Families also have access to teachers throughout the year, and will receive a specific review of their students; academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. ACE holds monthly Cafécito meetings as a direct opportunity for families to have direct access to school leadership. Cafecito meetings provide opportunities for ACE families to get updated on the latest events and news at ACE, but also allows for parents and families to bring up and address any concerns they see in the ACE community. Cafecitos agenda’s includes professional development for our families to help them understand the academic program, social emotional supports and Multi-Tiered System of Supports offered at ACE. Other topics covered will range from school culture to academic progress to supporting the students as well as basic needs such as food security, immigration rights, and ELD support. Another key piece of Cafecitos is to ensure families understand the importance of goals setting and growth measures and how that translates into their home. The Community Ambassador Program and Parent Leadership program will develop and invest in it’s families by teaching them leadership and advocacy skills, which will lead to acknowledging the voice and agency one has. The goal of this program is to ensure the ACE program directly meets student and family needs.|Student and family engagement ensure ACE continues to seek and address student and family input. The desired outcome is for students and families to be engaged with the school community while ultimately demonstrating, independently, an optimistic mindset and college-ready habits and attitudes. ACE has invested in a broad program to engage and involve families. Under the direction of the Director of Community Engagement and with the support of the Parent Organizer and Dean of Culture and Outreach, this team will ensure families have access, input and space to advocate for their student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees (i.e. the Community Task Force focused on COVID-19 response), and continued development of the parent ambassador and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. The Community Ambassador Program is designed for ACE to work with prominent community members and parents to develop and invest in ACE’s families by teaching them leadership and advocacy skills, which will lead to acknowledging the voice and agency one has. The goal of this program is to ensure the ACE program directly meets student and family needs. ACE holds monthly Cafécito meetings as a direct opportunity for families to have direct access to school leadership. Cafecito meetings provide opportunities for ACE families to get updated on the latest events and news at ACE, but also allows for parents and families to bring up and address any concerns they see in the ACE community. Topics covered will range from school culture to academic progress to supporting the students as well as basic needs such as food security, immigration rights, and ELD support. This program is in it’s early stages. ACE will continue to work with the Director of Community Engagement, the ACE Parent Organizer, the Dean of Culture and Outreach as well as Community Ambassadors, parent leaders, and families to assess its level of success and through ACE’s annual survey.|5|5|5|5|5|5|5|5|4|3|4|3|2021-06-16||2021 43696820000000|Saratoga Union Elementary|3|District personnel works closely to offer many types of parent engagement activities and opportunities for input. These opportunities include basic curricula such as math pathways, music, and comprehensive sexual education. Additional opportunities such as a social-emotional task force comprised of teachers, administrators and parents are formed on a regular basis. Task forces have taken place for mathematics, comprehensive sexual education, extended day kindergarten and the arts. The focus area that was identified in 2019 is Social-Emotional Learning. The focus area for 2021-22 will be communication. The District will hold quarterly town hall meetings and monthly parent information evenings.|Saratoga Union School District focuses on creating multiple opportunities for parents to participate in school functions and to give input into the functions and programs provided in the district. These opportunities include community committees and surveys. SUSD continues to encourage families of underrepresented families to participate in DELAC and school events. Surveys: District LCAP Survey (268 responses) Comprehensive Sexuality Education Survey Reopening Surveys Committees: Superintendent’s Advisory Committee, SAC District English Language Advisory Committee, DELAC Emergency Preparedness Committee Math Task Force Comprehensive Sexuality Education Group School Site Councils Saratoga Education Foundation, SEF Reopening Groups|SUSD works closely with families to provide parent education opportunities in a variety of subject matters including: Mathematical Placement workshops Math Task Force meetings Positive Prevention Plus Curriculum overviews How to talk to your child about sexual education District English Learner meetings where families hear about offering and give input Social-emotional community group meetings School Reopening teacher/parent groups|5|3|4|4|4|4|5|4|4|4|4|4|2021-06-24||2021 43697080000000|Union Elementary|3|Union School District has always offered a variety of ways for families to provide input into policies and programs and has expanded the work over the last two years to include more underrepresented families by inviting all parents of English Learners to attend our District English Language Advisory Committee (DELAC). Inviting all parents to attend and learn about our English Learner policies and programs gave voice to our parents as we collected feedback. During the pandemic, shifting to a video conferencing platform further increased the number of participants. In the 2020-2021 school year, we hired a community liaison to support our Title 1 designated schools as well as support student engagement at all schools for any student or family who had trouble accessing distance learning. The liaison has a strong connection to our underrepresented community populations and is a crucial voice for our Spanish speaking families as well.|In the 2018-19 school year, as part of our Local Control and Accountability Plan (LCAP) Union School District set a goal to increase stakeholder engagement by seeking input from student families. Families were primarily engaged through surveys and committee meetings and this continued into the 2019-2020 school year. As the pandemic hit in 2019-2021, communicating with families remained an essential goal for Union School District, perhaps more than ever. To increase our communication avenues, we continued working with teachers and administrators to explore various online media platforms such as communication apps, social and classroom media postings and electronic newsletters. In this past year we have shifted predominantly to the use of a video conferencing platform to engage with our parents and stakeholders, equating in increased attendance and engagement at school meetings and district parent workshops. Online classroom tools also allowed parents an opportunity to view teaching assignments and grades virtually. All of our virtual tools have increased parent participation and access and we look forward to the continued use of our various digital platforms.|Beginning in the 2019-2020 school year, social-emotional learning and equity became a priority focus for Union Elementary School District and was a theme woven into professional development sessions. The goal was to ensure the needs of the whole-child are met, including understanding individual student aspirations and creating welcoming environments for families and students. In addition, to increase family engagement of our under-represented communities, our Title I schools hosted parent engagement events focused on social-emotional learning and access to the curriculum. In 2020-2021, throughout the pandemic, engagement with our communities and a focus on social emotional learning and equity remained top priorities. Through school site weekly newsletters, ongoing teacher communication and feedback with parents and community meetings offered via Zoom, parents were able to stay comprised of community events, their child’s progress and feedback was able to be received. In addition, social emotional wellness remained a focus for both students and staff in various professional development sessions. Recently, parent feedback has determined that remote access via a video conferencing platform has provided increased access for parents and thus improved parent engagement. Remote accessibility is a strategy we will continue to utilize even as in-person instruction has resumed.|3|3|3|3|2|3|2|3|3|3|4|3|2021-06-14||2021 43733870000000|Milpitas Unified|3|MUSD district and site administrators do a good job inviting parents/guardians to serve on the CCEIS, SSC, LCAP, DELAC & ELAC Committees as well as providing them with an opportunity to provide feedback on the Title 1 activities and programs we provide their students. MUSD also has two community liaisons to support our Spanish-speaking families and we are looking to hire another part-time community liaison to support our Vietnamese-speaking families. One area we could improve in is providing training for parents/guardians on how to effectively engage in advisory groups and decision-making processes. Often, parents/guardians are willing to participate, but are not always comfortable providing the input.|MUSD is in the initial to full implementation phase in building partnerships for student outcomes. We are doing well in providing families with information and resources to support student learning at home. One area of focus for this year is in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The MUSD Learning & Development Department is currently inventorying our current assessment tools and platforms. We are piloting an assessment plan with our two middle schools to develop a clear understanding of the different types of assessments among staff (diagnostic, formative, summative, capstone). Alongside the teachers, we will determine the common assessments to administer followed by strategic, collaborative data analysis via cycles of inquiry to meaningful plan instruction and ultimately provide students with authentic, relevant culminating projects/capstones. This process will lead to teachers being more empowered and equipped when meeting with families and students to discuss student progress and ways to work together to support improved student outcomes.|MUSD is currently doing well in building relationships with parents/guardians. Staff at MUSD are providing welcoming environments, are building trusting and respectful relationships with families, as well as providing multiple opportunities for 2-way communication between families and educators. One area we can improve in is learning about each family's strengths, cultures, languages and goals for their children. The MUSD Learning & Development Department are currently leading administrators and district leaders in a PLC centered around Zaretta Hammond's book, Culturally Responsive Teaching and the Brain. The goal is to improve the capacity of district and site administrators to identify culturally responsive strategies so that we leverage our family's and students' culture and linguistic backgrounds as cognitive assets and leads to improved relationships and more enriched, meaningful and authentic learning. As research shows, a layer of culturally responsive leadership is the leader’s ability to engage students, families, and communities in meaningful ways. This includes the leader’s understanding, addressing and advocating for community-based issues and providing structures that accommodate the lives of our families.|3|3|2|3|3|3|3|3|3|3|3|3|2021-06-08||2021 43771490137315|KIPP Navigate College Prep (SBE)|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 87% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.|3|4|3|3|3|3|4|3|3|3|3|3|2021-06-02||2021 44104470000000|Santa Cruz County Office of Education|3|Through our various parent meetings including School Site Council and LCAP stakeholder engagement along with site-specific parent meetings, we have opportunities to seek input and partner with families. We would like to increase and improve upon this effort by adding to our parent/community organizers and site leaders who can help facilitate parent input and create more opportunities for engagement.|We currently have site leaders who coordinate family and community engagement specifically focusing on students and families with high needs. These leaders conduct outreach to families often marginalized ensuring their voices are heard, conduct intakes with families, coordinate meetings, and support students. We promote the use of student conferences at our programs and these meetings provide the opportunity to reflect upon the student's progress and discuss aspirations and support.|"Parent engagement and involvement is a high priority for our programs and we provide opportunities and outreach to our community specifically ensuring participation of traditionally underserved families and families of our students with high needs. We have focused on family engagement as our goal #3 in our LCAP, ""The Santa Cruz COE will partner with our students, families, and the community to create collaborative relationships, engaging learning opportunities, and shared responsibility for the empowerment of our students."" On our most recent survey, the parents commended our organization for the great communication and support of their students. Continuing our current efforts and staying connected to families was emphasized as important to our parent groups. Just over 95% of families indicated that our school staff is dedicated to the academic success of their student and 90% of families indicate their student feels safe at school and 95% of families report feeling comfortable approaching staff with concerns. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected as appreciated and important according to our family survey."|4|4|4|4|4|4|4|4|4|4|3|3|2021-06-24||2021 44697320000000|Bonny Doon Union Elementary|3|BDUESD believes strongly that including all stakeholders in the decision-making process. A new goal in this year's LCAAP is focused on community engagement. A hallmark of Bonny Doon School is family engagement, and we recognize that student success is improved with strong home-school partnerships.|BDUESD has worked hard to create and adapt communication approaches and systems to increase family engagement. We plan to continue many of the pandemic-related communication approaches, which received positive feedback. We look forward to resuming our in-person community building and information sharing events to further engage the community.|This is a strong aspect of Bonny Doon School. We continue to remove obstacles and improve efforts to create a trusting, respectful and thoughtful community.|5|5|5|5|4|4|4|4|4|4|3|4|2021-06-17||2021 44697570000000|Happy Valley Elementary|3|Because HVS is such a small school district, the parent club and school site council provides the most opportunities for parents to be involved. Also, because of the pandemic, town halls, countywide superintendent letters, newsblasts and newsletters were also utililized to provide opportunities for input from all stakeholders.|During this past year, building partnerships with parents have become imperative and necessary. Teachers and school administration use platforms such as Class Dojo, Google Classrooms, ZOOM, newsletters and office hours as ways to reach out to parents and different stakeholders. One of the most effective partnerships was in the form of office hours, intervention teachers and one on one meetings with parents to discuss how to assist their child. A social emotional counselor was also provided to assist with students who were struggling with academic or social needs.|With the pandemic, teachers offered office hours each and every day for the students and parents to access them. Teachers also offered parent conferences for the first report card trimester, and then follow ups if needed. 504 and SST meetings continued this year and intervention was provided by a part time intervention teachers for grades K-6. Students also were given devices if needed as well as hotspots for areas with little or not access to internet. An interpreter is offered if needed, but at this time, there are no needs for one.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-16||2021 44697650000000|Live Oak Elementary|3|Stakeholders identified the following strengths of the Live Oak School District: Parents have many opportunities to be involved in school and district-level decision-making. At the school level, parents provide input through Cradle to Career Parent Leadership Committees (PLCs), Home and School Clubs, School Site Councils, and English Language Advisory Councils (ELAC). The District also seeks input from the community through its Superintendent Parent Advisory Council, District English Language Advisory Council (DELAC), and Local Control Accountability Plan (LCAP) committee meetings. The District consistently meets its targets on parent survey response rates and then acts upon the input received. Stakeholders also identified the following areas for improvement: They would like a broader representation of parents at the decision-making meetings described above so that more voices are taken into consideration. They would like more frequent meetings during which they can give input, and would also like more notice and context for the meetings so they can prepare in advance. They would like the District to work on how to incorporate parents who want to be involved but have to work. As indicated in our 2021/22 - 2023/24 LCAP, the Live Oak School District will: Expand District investment in Cradle to Career Family Engagement Coordinators to expand outreach and engagement efforts with families, especially those in our Latinx population, with a specific model that puts parents in positions of power to lead the initiative.|Stakeholders identified the following strengths of the Live Oak School District Cradle to Career is a fundamental pillar for building trust with the LatinX community. Parents also acknowledge the role of Home & School Clubs and English Language Advisory Councils (ELACs) as opportunities for being involved and getting support from teachers and principals. Parents appreciate parent-teacher conferences; ongoing communication; and support for addressing academic and/or social-emotional difficulties. They appreciate the schools’ role in helping children learn how to socially engage with their peers and how to choose reward success (for example, through PBIS assemblies and incentives). The also acknowledge the school's strengths in ensuring smooth transitions for new students as well as those moving on to the middle school. Stakeholders also identified the following areas for improvement: Parents wonder how the schools could do more outreach to the community and educate parents on the importance of being involved in their child's education. They would like to see more workshops, cultural events, and opportunities for family recreation. As part of the efforts described above, they would like help from the school in connecting parents with one another. They want to continue building partnerships and friendships for themselves and their children. Parents would like staff to receive training on how to create safe, supportive, age-appropriate spaces for students to discuss issues of race, racism, and equity; using culturally mindful teaching practices; and cultivating effective, culturally-sensitive school/family relationships. As indicated in our 2021/22 - 2023/24 LCAP, the Live Oak School District will: Provide Professional Learning to staff on creating safe, supportive, age-appropriate spaces for students to discuss issues of race, racism, and equity; using culturally mindful teaching practices; and cultivating effective, culturally-sensitive school/family relationships. Provide a series of Family Learning Nights (Open House, Art Night, STEAM Night, Math Nights, etc).|The LCAP Stakeholder Committee on “Image, Outreach, and Family Engagement,” which consisted of parents, administrators, teachers, and family engagement coordinators, reviewed parent survey data and previous LCAP actions and services to determine the ratings for Priority 3. They also identified the District’s strengths and areas of improvement captured in each of the narrative boxes. Stakeholders identified the following strengths of the Live Oak District: All messages that go out from the school are in both English and Spanish. Meetings are also made available in both languages. Parents felt welcome and noted that staff (not only teachers) often know their and their children’s names. The district and schools offer a number of ways for parents to be involved. Cradle to Careers’s Family Engagement Coordinators and the Parents Leadership Committees (PLCs) actively promote positive relationships between families and staff and offer many interactive workshops for parents. Stakeholders also identified the following areas for improvement: Meeting interpretations services are not consistently in use. Offering simultaneous translation consistently would increase equitable access for all. Many staff at school sites are bilingual, but the majority of teachers are not, which often makes communication challenging. Though most teachers translate written communication to families, they could use more support in ensuring equitable two-way communication with parents. As indicated in our 2021-22 - 2023-24 LCAP, The Live Oak School District will: Secure more translators, especially for Back to School Nights and Conferences Provide interpretation services at meetings: Zoom if virtual and with simultaneous translation headsets if in-person. Develop a hiring policy to recruit and hire bilingual teachers.|4|4|4|3|2|4|4|4|3|4|3|4|2021-06-16||2021 44697810000000|Pacific Elementary|3|The formal structures for parent and community involvement (Board of Trustees and School Site Council) are quite functional and open to both returning and new people. The administrator is usually on campus and maintains an accessible, open-door policy. The main limiting factor for more involvement is that people lead busy lives and don't have more time to be more involved. The LEA solicits input from all parents via electronic surveys, which helps busy people to be heard even when they can't be present during the work day.|The LEA has partnered with the County Office of Education (COE) and neighboring districts to provide professional development opportunities for all staff. When funds are available, the LEA will pay for substitutes to release teachers during the school day to attend trainings and/or observe colleagues.|Staff relationships with families is a strength of Pacific Elementary. A crucial reason for this is the size and location of the school. The enrollment is small, and the school is located in the center of the small community, allowing us to see and interact with the community on a frequent basis.|4|4|4|4|4|4|4|4|4|4|4|4|2021-09-21||2021 44697990000000|Pajaro Valley Unified|3|"PVUSD's Strengths: PVUSD was recently selected to participate in the Community Engagement Initiative, a collaborative institute of districts committed to family and community engagement. This honor has highlighted some of our promising practices and provided a platform to deepen our commitment to ensure that all members of our community are able to provide input. Over the last two years, PVUSD has provided many opportunities for all stakeholders to provide such input. With surveys, digital and paper, we have asked many crucial questions to help guide our decisions and actions. One example is the Youth Truth Survey with gives us metrics to see how we are progressing with key areas like how families feel upon entering our schools. Our Superintendent receives and responds to questions weekly in her ""Ask Dr. Rodriguez"" communiques which address pressing issues. Our town halls and workshops are responsive to community needs and requests. One such series is our Mixteco Parent Night series. Areas for Improvement: The main area for improvement in seeking input from all stakeholders is both to ensure that all staff members have the professional learning opportunities to support and engage all families and to ensure that we build opportunities to have all stakeholders participate in the planning, designing, implementation, and evaluation of activities and initiatives."|PVUSD's Strengths: PVUSD has a history of providing information and resources to our community and we feel that over the past year and a half we have elevated that to new heights. With our responsiveness to school closures and our prioritization to ensure that family needs were met, we have built a robust set of ways to connect with and support families. This includes a large ecosystem of community partnerships, revamped websites with multiple entry points, administrative trainings on meeting best practices, and a variety of town halls, workshops and community meetings. In addition we have continued with the implementation of policies and programs to support the building of partnerships with families. One highlight of such a policy is seen in our site and district Wellness Teams. These teams are dedicated to ensuring that each student is receiving the identified support they require to be successful. Areas for Improvement: The main areas for improvement again revolve around the need to provide all staff members with the professional learning opportunities to support and engage all families. Additionally, we hope to reintroduce our parent leadership series to increase parent advocacy.|PVUSD Strengths: PVUSD has a strong focus in supporting the Whole Child, Whole Family, Whole Community. At the center of this is the relationships between the district, sites, families, students and community partners. Our aim is to continually build capacity in all areas of engagement and involvement. A few highlights include: our new Family Engagement and Wellness Center, a parent and family engagement goal in all Site SPSAs, established best practices for parent meetings, mental health and wellness conferences and workshops throughout the year, implementation of the Master Plan for English Learners which highlights Cultural and Linguistic Responsiveness, Mixteco Family Nights, Town-hall events for current community issues, community presence at events like farmers markets and fundraising events, Early childhood educational opportunities, Healthy Start centers, partnerships with service providers to ensure family needs are met, and multiple surveys and formats to elicit input. Areas for Improvement: The main area of growth for PVUSD is to develop a sustaining professional learning system to ensure that all PVUSD staff have training and expertise in supporting families and connecting all to appropriate resources. Another area of focus is to ensure that all partners truly have a voice in the decisions that are made and that we sustain 2-way communication.|3|4|3|5|2|5|4|3|3|3|4|2|2021-09-08||2021 44697990117804|Ceiba College Preparatory Academy|3|Ceiba currently has a School Site Council (SSC) and ELAC/DELAC that meet regularly. However, we struggle with parent ownership of meeting agendas and actionable outcomes. Ceiba can improve by giving more responsibility to parents in both SSC and ELAC/DELAC. Ceiba also has a Parent Chair as well as a Teacher Chair at Ceiba Board Meetings that speak about their experiences from their respective positions.|As noted above, Ceiba's outreach efforts continue on many fronts and two-way communication is strong with most families. Teachers and administrators have an expectation of responding to any and all family communication within 48 hours. We have recently created a Director-level position for Parent and Student Engagement. This staff member partners with the existing Parent Coordinator to implement outreach programs, gather feedback, and ensure clear channels of communication. An area that Ceiba can improve is greater connection with families regarding the ever-changing landscape of COVID rules and regulations. In the past two years we had more frequent one-to-one contact with parents; this year has been more focused on broad messaging.|Ceiba employs multiple methods of communicating with families in their preferred language including Parentsquare (text, email), Schoology, social media, bi-annual parent/teacher conferences, ELAC/DELAC meetings, parent leadership meetings, and attendance contact via phone calls and mail. Ceiba also conducts home visits as necessary. Communication is a strength. Where Ceiba can improve is driving more meaningful family engagement in their student's education. We will improve engagement with under-engaged and underrepresented families by educating parents about the many ways they can be actively involved in their students' lives such as the Positive Parenting Program, Parent Institute for Quality Education (PIQE) and other locally-hosted workshops.|4|5|4|4|4|4|5|4|4|4|4|4|2021-06-01||2021 44697994430229|Pacific Coast Charter|3|PCCS provides its students and families with a unique learning experience that allows them to work directly with a supervising teacher that will address any of the educational needs that they may have. Students and families have access to their teachers and the school administrator, and the schools culture promotes the concept of education through cooperation. Every student has a team of individuals, including teacher, principal, and family members, that work toward helping them reach their academic and life goals. It has been an ongoing challenge to get more parents and students involved in the monthly Governing Council Meetings, but the teachers and administrators continue to encourage their participation.|PCCS provides its students and families with a unique learning experience that allows them to work directly with a supervising teacher that will address any of the educational needs that they may have. Students and families have access to their teachers and the school administrator, and the schools culture promotes the concept of education through cooperation. Every student has a team of individuals, including teacher, principal, and family members, that work toward helping them reach their academic and life goals. It has been an ongoing challenge to get more parents and students involved in the monthly Governing Council Meetings, but the teachers and administrators continue to encourage their participation.|PCCS provides its students and families with a unique learning experience that allows them to work directly with a supervising teacher that will address any of the educational needs that they may have. Students and families have access to their teachers and the school administrator, and the schools culture promotes the concept of education through cooperation. Every student has a team of individuals, including teacher, principal, and family members, that work toward helping them reach their academic and life goals. It has been an ongoing challenge to get more parents and students involved in the monthly Governing Council Meetings, but the teachers and administrators continue to encourage their participation.|5|5|5|5|5|5|5|5|5|5|5|4|2021-05-24||2021 44697994430245|Diamond Technology Institute|3|Stakeholder input is key to Diamond Tech's success. Diamond student and parents report in the 92nd percentile regarding school engagement and empowerment to influence decision making. This is accomplished through yearly school based surveys for LCAP and WASC, Family outreach for school-wide decisions,, and encouragement to give continuous feedback. We do have low face-to-face parent participation as most families work and cannot attend some functions during the school day (and due to COVID). Parent input is always encouraged and welcome. Our areas of improvement for this priority can change yearly, so we set goals according to parent feedback on the specific area of improvement. For this year, we are looking into increasing two-way communication. Criteria is Met.|"Diamond Tech has multiple points of entry for building partnerships for student outcomes. According to the Youth Truth results, Diamond Tech ranks in the 93rd percentile for families who ""believe that their school deploys the necessary resources to support students."" Programs to highlight are: Individual Learning Plans, 10-year Plans, Synergy access for parents, Google Classroom access for parents, SST's, parent trainings, CTE full time counselor, 504's and IEP's as well as Title I presentations, contact home. Parent meetings and academic and behavioral plans are always co-authored by parents, students and staff. an identified area of focus for this priority is clearer communication of student expectations for individual classes and student progress. Criteria is Met"|"Building positive relationships and capacity for teachers, students, ad families is a high priority for Diamond Tech. According to the 2020 Youth Truth Survey: 92% of families and 57% (same as 2020) of students believe that they ""experience positive relationships in their school based on respect, care, and approachability"". 78% of students reported that ""Most adults treat students with respect"". 60% of students report that ""Most students treat adults with respect"". 71% of families report that ""teachers care about students"" From this data, we can identify relationships with students as an area for improvement, particularly since distance learning made this a challenge for the previous year. Criteria is Met."|4|5|4|4|5|5|5|5|4|4|4|4|2021-05-25||2021 44697996049720|Linscott Charter|3|Coming back from distance learning has been a challenge for the broad Linscott community. Many meetings that involve all stakeholder groups have been held to design and implement engagements and support collaborative decision-making. Steps are being taken to continue outreach and parent engagement in school matters.|Teacher-Parent relationships are strong at Linscott Charter School. With family participation as part of our mission, Linscott families volunteer in classrooms, learn about new educational practices, receive parenting support, and are true partners in educating their students. An area of continued growth is engaging families that remain unengaged in their child's education.|Linscott Charter School has made great strides in building trusting relationships with our families. As a small school, strong home-school relationships are key to student success. Teachers speak regularly with parents about successes and challenges. The relationships built during the years spent at Linscott Charter School lasts for many years beyond 8th grade graduation. An area for growth is communication and engagement with our Spanish-speaking population. We have contracted with interpretation services and have made all community meetings and all school correspondence accessible in Spanish and English.|5|5|3|4|4|3|5|1|3|3|2|3|2021-10-19||2021 44697996049829|Alianza Charter|3|Alianza has various leadership groups parents can participate in. We have Alianza's Governing Council, Alianza's Parent of Armadillo Club, The English Learners Advisory Committee and the District English Learners Advisory Committee. We constantly share information about meeting via our various communication platforms to encourage our parents to participate. In addition, we have hired a parent liaison to do outreach for all our families with a special focus on our underrepresented families.|Alianza has implemented the YouthTruth survey to gain insight and input from families about how Alianza is doing the areas of school culture, curriculum, facilities, communication, etc. An area of concern has been communication between school and home. Alianza implemented the use of ClassDojo, Facebook, Webpage, an electronic messaging system, and Google classroom to better communicate with families. We feel we have made significant progress in this area. Alianza also engages families through parent conferences, SSTs and the MTSS process. Teachers actively seek parents input when setting academic and social emotional goals for students.|Alianza has transitioned from being a Positive Discipline school to being a PBIS school. Teachers have been engaging varios professional development workshops. In addition, teachers have received training on SEL strategies and curriculum to implement this year.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-18||2021 44697996119077|Watsonville Charter School of the Arts|3|We have been consistent with representation from all families in our leadership team, however, we would like to strengthen the numbers in our ELAC team to hear the voice of underrepresented families.|WCSA has built a culture of trust and inclusivity with our students, teachers, and families. We would like to develop a sustainable model for parent engagement as well as parent/family education to strengthen the school/home connection.|We are in the full implementation of our English Language Advisory Council, however, we need to build a sustainable model where all families feel they can participate and use their voice.|5|5|5|4|4|3|4|4|4|4|4|3|2021-10-05||2021 44698070000000|San Lorenzo Valley Unified|3|The district continues to reach out to parent groups multiple times during the school year and provide survey opportunities to allow for feedback opportunities. Going forward, the district will work with school site administrators to provide robust recruitment and involvement opportunities for parents at the school site level. Q & A sessions, parent training, school gatherings, special events, and daily volunteering opportunities can all be implemented and recreated to support involvement. Having parent groups take on challenges at the site; fundraising and leading activities, help build partners in learning. Additional work will be done on cultivating a parent survey that provides feedback opportunities. The district will look for ways to offer two-way communication between school personnel and parent groups.|The district schools were in session in a Distance Learning model; online for the majority of the school year. Teachers provided online synchronous and asynchronous learning throughout the school year. Support staff that consisted of instructional aides, support teachers, intervention teachers, Literacy Specialists, school counselors, Mental Health Counselors, and intervention staff assisted students and families in this online format. Regular parent engagement events like parent workshops, Open House, and Back to School, school activities, and performances were all conducted in different ways; however, they need to be restored to regain valuable connections to families. Teachers made direct contact with parents during this time on online learning. Going forward, the district will continue to look for ways to include families and students in school.|The district Superintendent meets with each school site staff and parent group in the fall, and again in the spring, to share district LCAP information and gather feedback. Parents, staff, and student surveys are utilized in LCAP decision-making. The Superintendent also conducted online Q & A sessions during the 2020-21 school year to provide needed information and help parents adjust to changing conditions related to COVID-19 and the school. The district Superintendent provided parent, staff, and community information each week as an update to keep the school community informed. Each school site also sent Parent Newsletters on a regular basis. The Santa Cruz County Office of Education and the county-wide Superintendent group distributed information monthly to all school community members. Continued work on diversity, anti-racism, and equity practices in the schools need to be addressed with staff, students, and parent groups. The district increased SEL support during the 2020-21 school year to help with COVID-induced anxiety and provide additional support systems. PBIS strategies and systems will be reintroduced to K-8 schools to provide a multi-leveled approach to student support, discipline, and reward systems at the K-8 school sites. Additional training for staff, students, and parent groups is required in areas of gender bias, acceptance, and strategies for informed consent. Training for staff on professional conduct, boundaries, judgement, and mandated reporting obligations need to be reaffirmed at all levels of staff, and onsite training with online training modules will be required.|5|4|3|4|4|5|4|4|5|4|4|5|2021-06-16||2021 44698070110007|Ocean Grove Charter|3|In our unique personalized learning independent study model of education, parents are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. As a result, parents tend to be less interested in school-wide decision making because their primary concern is making decisions in the development of their child’s individualized learning plan. This area received the lowest ranking in our parent survey with 68% of parents indicating they are “very satisfied” with the school’s efforts at seeking input for decision making. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff speak to parents at monthly home visits and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families to get their feedback on ways to improve what educational programs and services the school offers. An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC.|We use Title II funding to support teachers with personalized professional development, school-wide trainings, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a students area of need as determined by our internal assessment. High school students are provided meetings with a guidance coordinator who works with others to support improved student outcomes. The school provides all required legal notifications either on our website (which can be translated to a language of a parents choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community. In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent two-way communication. We personalize the education for each of our students and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Feedback for this local indicator was gathered as part of our annual LCAP survey. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. An area of improvement is to increase participation in our ELAC. For 2021-22 we are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Additionally, our Special Education department regularly communicates with families of special education students.|5|4|3|3|4|4|4|3|4|4|3|3|2021-06-02||2021 44698150000000|Santa Cruz City Elementary|3|Santa Cruz City Schools also gathered input from a variety of stakeholders to inform the 2021--2024 Local Control Accountability Plan January through May 2021. Throughout the 20-21 school year, SCCS gathered input from families, students and staff. Using a variety of tools, we were able to garner input from all groups. Our stakeholder input process included the following: LCAP Family, Student and Staff Surveys District Advisory Committee Meetings District English Language Advisory Committee (DELAC) LCAP Input Meeting Superintendent's Student Advisory on Race & Equity LCAP Input Meeting Parent Leader LCAP Input Meeting District Budget Advisory Committee LCAP Input Meeting LCAP Input Sessions in Middle and High School AVID and Leadership ClassesSenderos Parent Meeting Principal and Assistant Principal LCAP Input Meetings A continued focus for Santa Cruz City Schools is the engagement of underrepresented families. In addition to our bilingual School Community Coordinators, we have provided translation at all of our parent input events. At our Parent Leader dinner held twice a year, we specifically ask our DELAC parents for input on what we need to do and offer to ensure engagement of all parents, and the parent leaders also share strategies that have worked at their school sites to engage other parents. Site and District ELAC meetings continue to offer parent education as well as a support network for parents. On our LCAP survey, the percentage of parents reporting that the school and district seek their input and ideas in decision making grew from 43% in 19-20 to 62% in 20-21.|Parent education opportunities are provided at both the site and district level. One example is the annual Latino Role Models Conference sponsored in concert with Senderos. This inspiring event, conducted all in Spanish, provides parent education on college admissions, A-G completion, financial aid, and more. Another example is our weekly parent networking and support meetings that occurred with Positive Discipline Community Resources. These meetings provided parents with tips and tools to help their students such as how to manage distance learning and screen time, improving communication between parents and children, time management, relieving stress and mindfulness, exploring parenting styles, positive behavior and setting goals, etc. Input from our English Learner / DELAC parents has expressed a heightened concern among these parents in regard to college and career readiness for their students. Though not funded through LCFF Supplemental funding, we have hired a TK - 12 English Language Development Teacher on Special Assignment for the 21-22 school year, and our focus will be on Integrated and Designated ELD and the academic language that our English Learners need to excel. Additionally, English Learners were a target group for our summer program which will continue in 2022 and 2023. In 20-21, we also offered support programs both during and after the school day, and we will continue to do so in 21-22. We continue to fund bilingual School Community Coordinators who do daily outreach to families.|The pandemic has created opportunities for reimagining communication and community engagement. The district had to create new ways to connect with parents using online resources. To that end, the district and sites began to utilize new tools to solicit parent input including zoom meetings, webinars and ThoughtExchanges. Also new this year was utilization of Google Classroom reports to regularly communicate students' work completion and progress. One of the most significant challenges was ensuring that all families knew how to access these new virtual and online resources for communications. School sites provided small in-person parent trainings and Zoom tech trainings. The district also provided parents with trainings in See Saw, Google Classroom and other online tools. We know there was a percentage of our population who struggled to access the school and district via technology, and this continues to be a prioritized goal in both our LCAP and school plans. The district also offered weekly parent networking and support meetings on Tuesday evenings in partnership with Positive Discipline Community Resources. Additionally, a Superintendent's Student Advisory on Race & Equity was established and included student representatives from our middle and high schools. These students also created challenge statements and site action plans, and students have presented to our district Leadership team on race and equity. In January, the district hired a new Chief of Communications and Community Engagement. He has supported families with increased digital and in-person communication opportunities and improved our district website to make it easier to navigate and find information. Most recently, he has begun weekly video updates for parents on important districtwide information.|5|5|5|5|5|5|5|5|5|4|4|5|2021-06-16||2021 44698230000000|Santa Cruz City High|3|Santa Cruz City Schools also gathered input from a variety of stakeholders to inform the 2021--2024 Local Control Accountability Plan January through May 2021. Throughout the 20-21 school year, SCCS gathered input from families, students and staff. Using a variety of tools, we were able to garner input from all groups. Our stakeholder input process included the following: LCAP Family, Student and Staff Surveys District Advisory Committee Meetings District English Language Advisory Committee (DELAC) LCAP Input Meeting Superintendent's Student Advisory on Race & Equity LCAP Input Meeting Parent Leader LCAP Input Meeting District Budget Advisory Committee LCAP Input Meeting LCAP Input Sessions in Middle and High School AVID and Leadership ClassesSenderos Parent Meeting Principal and Assistant Principal LCAP Input Meetings A continued focus for Santa Cruz City Schools is the engagement of underrepresented families. In addition to our bilingual School Community Coordinators, we have provided translation at all of our parent input events. At our Parent Leader dinner held twice a year, we specifically ask our DELAC parents for input on what we need to do and offer to ensure engagement of all parents, and the parent leaders also share strategies that have worked at their school sites to engage other parents. Site and District ELAC meetings continue to offer parent education as well as a support network for parents. On our LCAP survey, the percentage of parents reporting that the school and district seek their input and ideas in decision making grew from 43% in 19-20 to 62% in 20-21.|Parent education opportunities are provided at both the site and district level. One example is the annual Latino Role Models Conference sponsored in concert with Senderos. This inspiring event, conducted all in Spanish, provides parent education on college admissions, A-G completion, financial aid, and more. Another example is our weekly parent networking and support meetings that occurred with Positive Discipline Community Resources. These meetings provided parents with tips and tools to help their students such as how to manage distance learning and screen time, improving communication between parents and children, time management, relieving stress and mindfulness, exploring parenting styles, positive behavior and setting goals, etc. Input from our English Learner / DELAC parents has expressed a heightened concern among these parents in regard to college and career readiness for their students. Though not funded through LCFF Supplemental funding, we have hired a TK - 12 English Language Development Teacher on Special Assignment for the 21-22 school year, and our focus will be on Integrated and Designated ELD and the academic language that our English Learners need to excel. Additionally, English Learners were a target group for our summer program which will continue in 2022 and 2023. In 20-21, we also offered support programs both during and after the school day, and we will continue to do so in 21-22. We continue to fund bilingual School Community Coordinators who do daily outreach to families.|The pandemic has created opportunities for reimagining communication and community engagement. The district had to create new ways to connect with parents using online resources. To that end, the district and sites began to utilize new tools to solicit parent input including zoom meetings, webinars and ThoughtExchanges. Also new this year was utilization of Google Classroom reports to regularly communicate students' work completion and progress. One of the most significant challenges was ensuring that all families knew how to access these new virtual and online resources for communications. School sites provided small in-person parent trainings and Zoom tech trainings. The district also provided parents with trainings in Google Classroom and other online tools. We know there was a percentage of our population who struggled to access the school and district via technology, and this continues to be a prioritized goal in both our LCAP and school plans. The district also offered weekly parent networking and support meetings on Tuesday evenings in partnership with Positive Discipline Community Resources. Additionally, a Superintendent's Student Advisory on Race & Equity was established and included student representatives from our middle and high schools. These students also created challenge statements and site action plans, and students have presented to our district Leadership team on race and equity. In January, the district hired a new Chief of Communications and Community Engagement. He has supported families with increased digital and in-person communication opportunities and improved our district website to make it easier to navigate and find information. Most recently, he has begun weekly video updates for parents on important districtwide information.|5|5|5|5|5|5|5|5|5|4|4|5|2021-06-16||2021 44698490000000|Soquel Union Elementary|3|"School site administrators continue to engage in regularly scheduled school site council and home and school club meetings, ELAC, as well as held open virtual office hours weekly and hosting virtual principal coffee chats to keep staff and families connected by informal social experiences. Home and school clubs also acted as valuable community liaisons at each school site. The ongoing collaborative processes included stakeholder meetings which included up-to-date data shares, goals drafting, desired outcomes discussions, action designs, and expenditure alignment. This engagement happens in a variety of ways. To quantify specific stakeholder groups' input, Google Form surveys are drafted. Through these paths we were able to establish the following feedback from interest groups in 2021: Family Respondents: English Learner Families: 29.5% Families Students with Struggles: 29.2% Families of Students that Performs at High Levels: 36.6% Families of Students Who Are Challenged, but Successful: 51.6% Families of Students Who Have an Individualized Education Plan: 13.3% Families of Students Who Have Additional/Other Needs: 13.6% English Learner Family Feedback Themes: Continue Support through District Community Liaison Continue Support through ELD Specialists at Each School Continue Latino Family Literacy Night and EL Parent Book Club Add Parent Workshop Series about Hot to Navigate School (Reading reports, interpreting scores, standards, reclassification, etc,) Add Academic Oral Language Practice After School Club Use of One Translation APP for Universal Use in Staff/Family Communications Families with a student with an IEP Themes: Closer Connections (in-person relationship) with Student Services Department Reading Diagnostic Information and Support Better Understanding of Service Time Virtual Experience Has Been Difficult Overall reported and affirming stakeholder feedback: High-Quality Instruction: 82.3% Access to Standards-based Materials: 92.9% Student Engaged and Encouraged to Think: 88.2% Adequate Support to Help My Child in School: 83.5% Student Attends School in a Clean, Safe, Inclusive, and Welcoming Environment: 95% Feel Welcome and Respected: 94.7% My Child’s Talents and Strengths are Known and Developed: 73% Receive Effective Level of Communication Regarding School and District News: 98.3% Have Opportunities to Share My Thoughts and Opinions: 98% District Staff Respondents: Answer types and rates responding to ""In addition to quality teaching, what benefits student outcomes/success most"": Counseling: 50% Strong Staff-Student Relationships: 50% Music and Arts Integration 53-56% Positive Behavior Intervention Suppor: 40% English Learner Support: 30% Coordinated Services Team (COST) Support: 30% Social-Emotional Learning (SEL) Lesson Integration: 26.7% Racial and Social Justice: 26.7% Instructional Support in English Language Arts: 23.3% Parent Education: 23.3% Before and After School Tutoring: 23.3%"|The Soquel Union Elementary School District and stakeholder teams jointly created three broad goals for the 2021-2024 school years. - All students receive equitable, inclusive, culturally responsive, and rigorous high-quality classroom instruction with a standards-based curriculum that promotes life, college, and/or career readiness. - Through the use of data, identify researched-based classroom differentiation, professional development, and systemic equitable, inclusive, and culturally responsive supports needed to close present and predictable achievement gaps. - All schools will be safe, equitable, inclusive, culturally responsive, and welcoming environments that engage the entire community of staff, students and families, in strengths-oriented partnerships that support learning for all. Drafting these goals required true collaboration, analysis of data, and reframing of unidentified inequitable systems, processes, and structures. This collaborative work: - truly attempts to both celebrate the district's successes and opportunities for growth - address learning opportunities missed and gained - identify and respond to the impacts on marginalized groups, and - build culturally responsive next steps. Each new goal includes new thinking and research-based actions and resources related to equitable and inclusive: - Personnel alignment and increased educational opportunities - Professional development and training - Responsive practices - Instructional materials - Assessment, analysis, and data collection - Student and community engagement We believe our collaborative plan incorporates post-COVID reflection, new learning, and next best practices. Some new and timely and circumstance related additions to the plan specifically include: -Integrated Art Specialists -Core Instructional Materials Development -Culturally and Linguistic Responsive Materials and Development -Inclusive Development and Practice with Focus on ELs and SPED -Student Shadowing -Family Interviews -Robust Learning Extensions (including summer programs and before/after school learning hubs) -Research-based Diagnostic Tools, Materials, and Assessments (TK-8) -Universal Risk Screeners -Community Engagement Tools, Workshops, and Practices -Counseling Services -DLI Training and Materials -SEL|Building Relationships The SUESD community includes both internal and external groups, all of whom share a common interest in creating successful students and sustainable schools. Adjustments of school/district processes are ever-changing and rely on the relationships of educators, students, support staff, and families. As the need for shifts in teaching and learning continues, SUESD has and will engage in a full complement of stakeholders through multiple virtual platforms, including Google Meets, Zoom meetings, Google Form surveys, Podcasts, Email, Facebook, Facebook Live, staff meetings, leadership team meetings, town halls, and phone calls. In the 2020-2021 years, SUESD's Administrative Council (ADCO) held multiple Google Meet and Zoom-based virtual stakeholder town hall meetings, which included certificated and classified staff, community members, and families. In these virtual forums, the SUESD Multi-phase Distance Learning Plan (MPDLP), fiscal prioritization plans, and Return to Learn re-opening schools plans were presented. In preparation for each presentation, community feedback and input were sought. Google forms solicited stakeholder questions and ideas prior to the town hall events, and chatbox entries were used to capture additional deeper input and feedback through the use of multiple moderators and as-needed translator(s). Google forms were used by the district and individual school sites to solicit additional feedback from our various stakeholder groups, and where language or access may have been a real or perceived barrier, direct phone calls were made to families by SUESD staff. These surveys were used to address community needs and concerns, including but not limited to Return to Learn schedules, distance learning experiences, childcare, county health guidance, learning models, digital access, etc. ELAC and DELAC meetings were held throughout the school year and were formally paused during school closure until a re-imagined model was implemented in the form of a full Spanish-speaking family town hall to discuss specific concerns shared by our community families. Feedback and input ranged from support for technology both by way of the digital tool, as well as guidance/training as to their effective uses. Schedules increased academic support, and communication were also areas of direct inquiry and feedback. Podcasts were used to convey regular updates to the community at large and included updates about stakeholder questions addressed through surveys, emails, or other informal inquiries. Email is a regular communication pathway used by both district and site level administrators and staff. Weekly, and often more, stakeholder updates, letters, newsletters, and county messages are sent through email, in more than one language and translation links, with the open offer to create the communication as a two-way communication pathway. Facebook and Facebook Live are growing communication pathways for our community.|5|5|4|4|4|4|4|4|4|4|4|4|2021-10-06||2021 44754320000000|Scotts Valley Unified|3|In SVUSD our families know how to access board members and administrators. They are able to provide feedback on areas they feel SVUSD needs to focus on. An area of focus for the upcoming year is to gather underrepresented groups' input via other channels. Using traditional surveys do not always garner the type of feedback we need. So through focus groups and other means we will gather input to support student and family needs.|SVUSD has implemented consistent conference for families of elementary students. The middle and high schools have created consistent methods of communication via our SIS. The transparency allows families access to see their child's progress and gain support before school work becomes too difficult. We are focusing on increasing student capacity to advocate for their needs in the upper and secondary schools.|SVUSD has made significant growth in the area of relationship building over the last year. With feedback surveys, parent meetings, and increased communication we have worked to make families a part of the community. An area of focus is to increase celebrating cultural backgrounds, languages and family traditions into our community and develop more empathy and understanding.|5|5|4|5|5|5|5|5|5|5|4|5|2021-06-22||2021 44754320139410|California Connections Academy Monterey Bay|3|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making. It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home. We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We are very proud of our bi-weekly contact rate with our students and their families. We will continue to work to increase this. Additionally, we will find ways to better communicate with our families in their home language.|4|5|3|5|4|5|4|4|4|4|4|4|2021-06-22||2021 45104540000000|Shasta County Office of Education|3|School Site Council meetings are open to community, parents, staff, and students. These meetings inform and include parents and other community members along with staff, and are an important means of communication to those in the school community. The main focus of these meetings have been as a sounding board for improvements, approval of the school plan, and providing feedback to the council and other staff members. Our academic goals are also discussed and approved. WASC processes included student and parent input. Surveys are distributed both electronically, print, and at all family Engagement activities.|Collaboration time has been devoted to building relationships/connections, attendance intervention, and supporting student engagement. With the move to complete virtual instruction during COVID. teachers were quickly able to engage with their students online. However, COVID also brought us the addition of the daily engagement requirement. Time was spent to generate ideas, communicate expectations, and for planning what daily live engagement would look like for our model. Collaboration has also been utilized to review data, hone systems, and develop action plans. Significant time was spent in learning a new online platform, continuing professional learning to enhance distance learning, and social and emotional learning to address the whole student’s need. Personal and professional growth as educators continues to be a high priority for all staff.|We use Aeries Parent Square and Aeries Student Square to communicate with all of our parents. We use the notes section to keep track of individual students in order to facilitate data-based conversations to move students forward. We will employ a family liaison in the coming year to contact parents personally. With the addition of a school counselor a virtual Counseling Classroom was developed and monthly education on relevant topics for students and parents with resources (videos,stickers, handouts). Monthly parent education with resources sent through Parent Square|5|5|5|5|5|4|4|5|4|4|4|5|2021-06-23||2021 45104540111674|Chrysalis Charter|3|The teachers cooperative and administration works with the Site Council, School Board, Parent Club and parents through regular conversations to listen to the needs and areas of growth within the community. All families fill out a yearly school satisfaction survey and the results are shared with Site Council and School Board to assess the needs and accomplishments.|Teachers regularly communicate with parents as soon as a concern is noted in attendance or academics. When concerns are present, all work together as a team to find solutions that will work for the student and family to improve outcomes.|The LEA uses a two way communication system, Parent Square, to engage in at least weekly communication with the families at our school. All communication can be translated for those families who need that service. The website is currently being updated and will be able to be translated into multiple languages. All parents are invited to attend site council and board meetings and offer their input.|5|5|4|5|4|4|5|5|5|4|4|4|2021-06-09||2021 45104540132944|Redding STEM Academy|3|"This 2020-21 school year, our team had to make major decisions about how to open school in light of the COVID guidelines. Prior to opening, multiple surveys were sent to families to ensure that we understood how to best serve our families. We used the results of these surveys to redesign our program to both follow the guidelines and support our families while on the campus and at home. Parents were invited to participate in Governing Board Meetings, LCAP Meetings, Parent Conferences, Student Study Team Meetings, IEP meetings, and in a ""normal"" year, they are invited to school social gatherings like ice-cream social. Parents are also typically encouraged to volunteer in the classroom to see what happens on a daily basis. Unfortunately, COVID guidelines forced us to limit parents' physical interaction on campus. Most of their involvement was through an online platform. RSTEM was able to mitigate connectivity issues by providing hotspots to families who needed them. This allowed for every family to be able to share their ideas and to participate in the decision making at RSTEM. The team at RSTEM works hard to make sure that parents learn about all aspects of their child's education. We believe that these opportunities empower parents to make better choices for their children. We advertise all school events in the weekly newsletter, as well as sending out message via text messages, emails and voicemails."|Redding STEM works closely with families to create an atmosphere that cultivates positive student outcomes. In addition to parents being involved in our LCAP development, Title I meetings, parent conferences, Student Study Team meetings, IEP meetings and board meetings, a survey was sent out to families. The survey allows parents and students to give specific input regarding ways we can improve the learning environment for all students. A report from this survey was shared with the governing board and with the LCAP and Title I committees. Overall, the results were positive. Parents seemed to appreciate the efforts our team made to stay connected with students and to continue to provide the best education possible in the midst of working with the COVID guidelines.|Redding STEM Academy believes it is critical to build partnerships with parents to generate better student outcomes. This is done primarily via relationship building. Last year, our parent involvement had to be adjusted to meet the COVID-19 guidelines. Parents were invited to participate in Governing Board Meetings, LCAP Meetings, Title 1 meetings, Parent Conferences, Student Study Team Meetings, and IEP meetings through an online platform (often through Zoom). Normally parents are encouraged to volunteer in the classroom, but this year, in an effort to mitigate the spread of COVID-19 on campus, parents were not allowed to be in the classrooms. We are hoping to welcome parents back on campus as soon as the threat of COVID has been reduced. In a typical year, parents get to learn about all aspects of their child's education by volunteering on campus. We believe this empowers parents to make better choices for their children. The school tries to encourage all families to participate in all school functions. Communication is especially important in this era of online platforms. Most communication is done by advertising all school events in the weekly newsletter, sending out messages via text messages, emails and voicemails.|5|4|4|5|4|3|3|3|4|3|3|3|2021-10-13||2021 45698560000000|Anderson Union High|3|The effective communication and collaboration with parent/guardians and community members is an essential element to our educational enterprise. This principle, coupled with the District’s commitment to the mission of “AUHSD employees, in collaboration with parents/guardians, will prepare all students for post-secondary success through various educational opportunities in a safe and comfortable environment”, and the District Strategic Goals: 1) provide a rigorous and relevant curriculum to prepare students for CSU/UC, career pathway or transition goals, 2) recruit, hire and retain highly qualified employees, 3) provide relevant quality staff development opportunities, 4) strengthen partnerships with all stakeholders, 5) provide safe, secure and well maintained facilities, and 6) maintain a fiscally balanced budget that is positively certified; the goal of “the schools and district will develop and maintain a systematic method for partnering with parents and community members”, continues to be that third cornerstone of our District’s mission and strategic objectives.|The effective communication and collaboration with parent/guardians and community members is an essential element to our educational enterprise. This principle, coupled with the District’s commitment to the mission of “AUHSD employees, in collaboration with parents/guardians, will prepare all students for post-secondary success through various educational opportunities in a safe and comfortable environment”, and the District Strategic Goals: 1) provide a rigorous and relevant curriculum to prepare students for CSU/UC, career pathway or transition goals, 2) recruit, hire and retain highly qualified employees, 3) provide relevant quality staff development opportunities, 4) strengthen partnerships with all stakeholders, 5) provide safe, secure and well maintained facilities, and 6) maintain a fiscally balanced budget that is positively certified; the goal of “the schools and district will develop and maintain a systematic method for partnering with parents and community members”, continues to be that third cornerstone of our District’s mission and strategic objectives.|The effective communication and collaboration with parent/guardians and community members is an essential element to our educational enterprise. This principle, coupled with the District’s commitment to the mission of “AUHSD employees, in collaboration with parents/guardians, will prepare all students for post-secondary success through various educational opportunities in a safe and comfortable environment”, and the District Strategic Goals: 1) provide a rigorous and relevant curriculum to prepare students for CSU/UC, career pathway or transition goals, 2) recruit, hire and retain highly qualified employees, 3) provide relevant quality staff development opportunities, 4) strengthen partnerships with all stakeholders, 5) provide safe, secure and well maintained facilities, and 6) maintain a fiscally balanced budget that is positively certified; the goal of “the schools and district will develop and maintain a systematic method for partnering with parents and community members”, continues to be that third cornerstone of our District’s mission and strategic objectives.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-15||2021 45698720000000|Bella Vista Elementary|3|The district is proactive at reaching out to parents to seek feedback for student programs. Staff will reach out to our underrepresented families through multiple means of communication to ensure they have access to programs at school (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator)|Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place. Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the parent club and other school events. An area of needed improvement is for the middle school staff to reach out to the parents immediately if the child is struggling academically or behaviorally. Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially.|Our strengths include providing a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, electives for middle school and sports. Parents believed that the school truly supported each and every child especially from underrepresented student groups.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-09||2021 45698800000000|Black Butte Union Elementary|3|The district is proactive at reaching out to parents to seek feedback for student programs. Staff will reach out to our underrepresented families through multiple means of communication to ensure they have access to programs at school, invite them to school events, and provide them with strategies to support their child’s growth. (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator)|Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place. Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the parent club and other school events. An area of needed improvement is for the middle school staff to reach out to the parents immediately if the child is struggling academically or behaviorally. Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially.|Our strengths include providing a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, electives for middle school and sports. Parents believed that the school truly supported each and every child especially from underrepresented student groups.|4|4|3|5|4|3|4|4|5|5|4|3|2021-06-24||2021 45699140000000|Cascade Union Elementary|3|The district is proactive at reaching out to parents to seek feedback for student programs. Staff will reach out to our underrepresented families through multiple means of communication to ensure they have access to programs at school, invite them to school events, and provide them with strategies to support their child’s growth. (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator)|Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place. Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the parent club and other school events. An area of needed improvement is for the middle school staff to reach out to the parents immediately if the child is struggling academically or behaviorally. Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially.|We have a strong turn out with our Hispanic group but have room to grow with reaching out to our Student with Disabilities. We have Parent Cafes at each site to discuss with the community on what we are doing well and what we need to improve. We regularly seek input from parents at these Parent Cafes. Additionally, we have an annual culture day which is well attended by the community. Here we encourage a variety of our local cultures to share their food, singing, dance and other traditions. This creates a great fellowship opportunity for our youth and community. We are modeling the importance of relying on each other to be a supportive community. We administer an annual survey to all grade levels serving TK - 8. The surveys are aligned to LCAP & District Priorities. Results are reported annually. Additionally, we are in partnership with the City of Anderson to provide outreach for birth to 5. Using this mobile outreach method, we notify parents of the local resources which include enrolling in school, school immunizations, literacy, play, and tips for parents for interacting with their children. We visit local neighborhoods, the community library, apartment complexes, and the Manor House to disseminate school information and encourage student and family engagement. This also provides an opportunity to connect Community Health resources. Our strengths include providing a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, electives for middle school and sports. Parents believed that the school truly supported each and every child especially from underrepresented student groups.|5|5|5|5|4|4|5|4|5|5|5|5|2021-06-10||2021 45699140135624|Tree of Life International Charter|3|Now that in person meetings are allowed again, we have scheduled monthly Coffee with the Principal meetings followed by Amigos Parent Club Meetings to engage more families. This offers parents the opportunities to ask questions, help plan and implement activities to meet school goals and provide ideas and input on the development of future plans. Parents have formed a parent leadership team that is diverse and elected bilingual officers to the team which will meet regularly to form task forces, set goals that support overall school goals and build community and engagement.|The school requires parents to attend 2 student led conferences annually, at the end of Tri 1 and Tri 2. One goal is to see 100% participation in these conferences. We will do this by offering flexible schedules to accomodate parent schedules, and train and prepare students to lead their own conference in the home language, and encourage the entire family to attend to hear their accomplishments and their goals. A other goal is to offer at least 2 Parent Nights with an academic focus--a Math night and a Science night with fun games and activities and take home materials to support ongoing learning in the home.|Tree of Life has a strength in family and school communication. Teachers communicate weekly with a bilingual classroom newsletter via parent square and have ongoing messaging capabilities with families daily. School Admin, Parent Club, Music and Athletic groups all communicate regularly with parents via bilingual parent square messages. One focus area for growth is increasing parent volunteers in the school. We have hired a part-time parent volunteer coordinator to communicate needs, train volunteers, build task forces and interest groups to accomplish school and parent goals and increase overall engagement.|5|5|5|5|5|4|5|5|4|3|4|3|2021-06-15||2021 45699220000000|Castle Rock Union Elementary|3|We meet weekly as a staff, monthly as site council, monthly as a board and daily 1:1 with parents. A main area of focus for improvement is to help bridge the geographical gap for rural families who would like to be more engaged but who are unable to do so due to transportation issues. As COVID restrictions are loosened we plan to offer more transportation services to families. In the meantime we are offering online options.|We offer information and support to our families in a variety of ways in order to be accessible to all of our families. Families can reach us in person, on the phone, via text and through email every day of the week. One goal we are developing is to bring more families together in person to help families offer support to one another and to serve as parent experts for other families.|Our strengths are in the personal relationships we build with families. We also utilize multiple means of communicating with our families in order to make information accessible to more families. We need to continue to develop our digital communication opportunities to streamline the communication and response process.|4|5|5|4|3|4|4|5|4|4|3|5|2021-09-16||2021 45699480000000|Columbia Elementary|3|The district is proactive at reaching out to parents to seek feedback for student programs. Staff will reach out to our underrepresented families through multiple means of communication to ensure they have access to programs at school (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator)|Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place. Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the parent club and school events. An area of needed improvement is for the middle school staff to reach out to the parents immediately if the child is struggling academically or behaviorally. Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially.|Our strengths include having a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, and sports. Parents believed that the school truly supported each and every child even from underrepresented student groups. The following data are the results of our parent survey: Columbia Elementary School 96% of parents surveyed feel schools are positive learning environments. 94% parents surveyed are satisfied with the website, parent app, auto-dial messenger and messages from home. 97% of surveyed teachers and parents indicate that they actively participate with effective two-way communication home to school. 95% of parents surveyed indicated that their phone call and emails are answered within 36 hours. 32% of parents surveyed indicated that they are satisfied with the after-school CARE program. (66% responded not applicable) 98% of parents surveyed believes that their child feels safe at school. (2% responded not applicable) 98% of parents surveyed believes that their child has NOT experienced unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 92% of parents surveyed are satisfied with how the school facilities are maintained. Mountain View Middle School 92% of parents surveyed feel schools are positive learning environments. 89% parents surveyed are satisfied with the website, parent app, auto-dial messenger and messages from home. 81% of surveyed teachers and parents indicate that they actively participate with effective two-way communication home to school. 84% of parents surveyed believes that their child feels safe at school. (11% responded not applicable) 86% of parents surveyed indicated that their phone call and emails are answered within 36 hours. 8% of parents surveyed indicated that they are satisfied with the after-school CARE program. (89% responded not applicable) 100% of parents surveyed believes that their child has NOT experienced unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 76% of parents surveyed are satisfied with how the school facilities are maintained.|4|5|4|5|4|4|5|4|5|5|5|5|2021-06-24||2021 45699480134122|Redding School of the Arts|3|RSA Met This Performance Standard. RSA strives to provide for a variety of stakeholder meetings to ensure a quality engagement and ample opportunities in several formats to achieve meaningful input for strategic planning goals. RSA believes a major factor in the success of students is the involvement that a significant adult has in their school life. Although parent involvement opportunities were limited due to onsite limitations parent-run committees interfaced indirectly with RSA teachers and staff through Zoom meetings and shared documents. The stakeholder groups include two parent groups, Parent Teacher Council and Theater Booster Club, Certificated and All Staff meetings, Instructional Leadership Team and Administration, Associated Student Body, and fourth - eighth-grade students. Ways that our parents are engaged and are informed of the LCAP achievements, goals, and determining needs: Our Parent Teacher Council (PTC) worked to promote community within the school through events such as the virtual Fox Trot where families shared photos of their children trotting to earn donations, offering online auction items including items that the students had made, supporting Read Across the USA which included prizes for minutes read and donations, and Staff Appreciation Week. PTC established monthly zoom meetings and elected officers, committee bylaws, and conducts monthly meetings. Another significant parent group is Theater Booster Club (TBC). TBC supported our annual spring musical. Parents and community members work with RSA staff to sew or secure costumes, help construct set pieces, work alongside students to run the backstage activities during performances, promote the musical production in the community, concession sales, and more. TBC has established monthly meetings and elected officers and committees. Lastly, parents also assist on curriculum and committees such as the School Site Safety committee, Adoptions of the new curriculum, LCAP review and implementation, Governing Board, and Finance Committee. RSA encourages and appreciates the input from our parents. We also provide a separate survey sent out to our unduplicated families and families with special needs to ensure that this group of parent is represented in the overall family engagement goals.|RSA Met This Performance Standard. Ways that all staff members are engaged and are informed of the LCAP achievement, goals, and determining needs. Monday afternoons are set aside for Teacher meetings such as general planning meetings, PD, and PLC. Four times during the year there is an All Staff meeting that includes updates for student progress and includes discussion time. Both types of meetings have an agenda and minutes. Another staff member stakeholder is the Instructional Leadership Team (ILT) which consists of teachers from varying grade levels, special education, independent study, and administrative staff. This team met 6 times over the course of the year with discussions related specifically to actions/services of the LCAP, analyzed student data to develop targeted intervention services, and review the school's dashboard/ CAASPP information. These ILT members conduct the PLC for teacher training and student data analysis. The Administration Team meets bi-monthly to stay informed of student progress, review input from the various stakeholder groups, plan and implement the MTSS and address other concerns. Agenda and minutes from this meeting are reviewed at each meeting to ensure the focused actions related to the RSA LCAP goals and to include meaningful input from the parent, community, and staff input. Ways that students are engaged and provide input: Every other year the 4th - 8th graders complete a survey that includes School climate, SEL, and safety questions. This survey also includes an opportunity for students to write in their concerns or thoughts. Student Council was on hold for much of the year due to COVID-19, however, in the spring the middle school students did become active in supporting student engagement and communicated through their advisor to the administration any concerns or questions they may have had related to school. These various stakeholder groups provide a review, input, and ideas to create the school's LCAP goals and actions. RSA will maintain our practices for building partnerships for positive student outcomes. Our success from the utilization of these past practices will be met by successfully navigating through pandemic requirements. We also provide a separate survey sent out to our unduplicated families and families with special needs to ensure that this group of parent is represented in the overall family engagement goals.|RSA Met This Performance Standard. Annually, parents and community members are sent a Survey Monkey link to provide anonymous feedback to the school which includes a variety of questions from participation areas, safety at school, school's mission, and educational programming. We also measure participation in key family engagement activities that develop and build positive school relationships. These Key activities include Back to School Night, Student Led Parent-Teacher Conferences, Theme Days, special events (promotion ceremony), attendance at parent led club meetings, etc. Parents report that these key activities are highly attended and valued. We will continue to provide these opportunities and focus on more ways to invite volunteers back on campus safely during Covid. We also provide a separate survey sent out to our unduplicated families and families with special needs to ensure that this group of parent is represented in the overall family engagement goals.|4|4|4|4|4|3|5|4|4|4|4|4|2021-06-22||2021 45699480139543|Shasta View Academy|3|"Shasta View Academy (SVA) sought input regarding school plans and decisions from parents and guardians throughout the 2020 – 2021 school year using the following methods: 1. Frequent communication between SVA teachers and parents: Teachers share information about school policies, programs, and avenues for participation in the school’s Advisory Council and School Board. Parent/Teacher communication also offers an opportunity to gather information used to help direct school policy, goals, and action items. 2. Parent participation in the school’s Advisory Council: The council includes three parent and two high school student members. The group meets a minimum of four times per year and are key to school planning and important decisions made throughout the year. In the 2020-2021 school year, meetings were held in October, December, March and May. All meetings are open to the public and all stakeholders were invited to attend. 3. Parent participation in the school’s Board of Directors: The SVA Board of Directors includes four parents and one community member. The board oversees school program planning, policies, and budget. The board meets on a monthly basis. All meetings are open to the public and school stakeholders are invited to attend. SVA included all stakeholders in the process to create and implement the school's Local Control Accountability Plan (LCAP). LCFF priorities were addressed in the established goals and information and feedback was gathered using a school created annual surveys. The surveys were circulated in March 2021 and included options for parents, students in high school, students grades 5-8, and SVA staff members. Survey questions were tailored to the values important to our school, families, and community. Information gathered in the surveys was key to the evaluation of school success in meeting goals, fulfillment of action items, and program decisions made for the 2020-2021 school year. In addition to gathering information through the survey, SVA held two parent meetings focused on feedback, review of LCAP goals and action items, and planning for the following school year. Meetings were held virtually via Zoom in August and April and were well attended. SVA staff was pleased to see that SVA's spring 2021 formal parent survey results indicated that the majority of parents agree that they have multiple opportunities to express input in our school's decision-making process. In the 2020-2021 school year all parents with students with special needs are invited to attend the Special Education Community Advisory Committee meetings. They were offered online through the El Dorado Charter SELPA and parents were able to access the meetings in their homes. SVA staff has identified survey participation as an area of improvement. The staff has discussed the use of incentives to encourage families to complete the annual survey. Ideas include a drawing for children's books and school t-shirts."|Information is exchanged daily between parents and Shasta View Academy (SVA) staff as our independent study model requires parents to be fully committed and involved in their children’s education. A key element of SVA’s learning model is the positive and open relationships developed between the assigned teacher, the school's staff, parents and students. Teachers meet with families at least once every 20 days to review work completed, document attendance, and provide support to student learning. Many meetings are held weekly to provide additional academic support to students. Each meeting is dedicated to improving student outcomes and the support of continued academic growth. During the 2020 – 2021 school year, SVA hired a Math Specialist to offer math classes to all grade levels, provide training to parents and SVA Teachers, evaluate and guide the school community in curriculum options and use, tutor students in small groups and individually, and offer leadership in math program development. Due to the impact of COVID-19 on the ability to have on site classes, courses shifted to online opportunities via Zoom. The classes were well attended and successful. In August of 2021, staff, in cooperation with experienced parents, planned and implemented a full day workshop offering parents/guardians ideas and information on the following topics: Supportive Strategies and Student Growth Plans, Reading Strategies, Successful Math Practices, Effective Use of Curriculum, Explicit Direct Instruction, Monitoring Student Academic Growth Plans, and Differentiated Instruction. Parents and teachers collaborated to present each topic. The event was well attended and parents reported that the information was very valuable. SVA staff has identified parent/guardian instruction and support as a focused area of improvement. The school will continue offering workshops that support student learning and academic growth.|Shasta View Academy’s (SVA's) independent study and personalized learning model is based on the relationships established between parents/guardians, credentialed teachers, students and all staff. Our teachers work closely with families throughout the school year to develop and implement a plan to educate their children, taking into account the family’s strengths, cultures, language and goals for their children. Our teachers and administration are flexible, knowledgeable, and dedicated to building trusting and open communication with the families they serve. SVA operates a resource center in Redding that provides a safe and open environment for students to learn when they attend small group classes and activities. Surveys indicate that students and families feel safe when in attendance. Through Parent Square (SVA's internal communication tool), teachers and administration communicate with families on a regular basis regarding opportunities for participation in all school activities and events as well as parent meetings, school board and advisory council meetings. SVA's spring 2021 formal parent survey results indicate that the majority of parents feel they are encouraged to participate in our programs, not only by engaging in the daily education of their children, but also by attending parent meetings, field trips, and by taking advantage of extended educational activities. SVA’s focused area of improvement for this priority is the expansion of on site and virtual classes in Math and Language Arts for all grade levels throughout our 5 county service area. By offering virtual as well as in person classes, we anticipate participation from families in our most rural communities who have had difficulty attending classes in Redding or Alturas.|5|5|5|5|5|5|5|5|5|5|5|5|2021-05-13||2021 45699550000000|Cottonwood Union Elementary|3|Parents would appreciate more surveys and that the staff read and implemented the suggestions from the surveys. Parents would like to see more counseling services for underrepresented students. Staff will reach out to parents directly through phone calls, text, emails, Remind App and Apptegy to improve engagement with our families.|Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the work they put into every child. They believe that there are good interventions in place. Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences and school events. An area for improvement is communicating in a variety of ways in order to reach our underrepresented parents. They would like to see individual calls to students with IEPs and low-income parents. They request that staff be involved with the children’s parents and ask questions/reach out if the child is struggling academically or behaviorally.|Our strengths include having a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, and sports. The school truly supports each and every child. Parents would like to see us streamline the computer programs we use to provide consistency across the district. Additionally, they would like to encourage more involvement in school activities and board meetings. The district will improve engagement of underrepresented families by providing family engagement nights, reaching out to them individually, and communicating the events that will support their children.|4|4|4|4|4|4|3|4|4|4|5|4|2021-06-22||2021 45699710000000|Enterprise Elementary|3|The district maintains advisory groups and provides training for its members. THese groups provide input on decisions. Each school site develops unique family engagement activities supported by LCAP funds.|The district offers multiple avenues for meeting with parents to support student learning beyond parent conferences twice a year. The district needs to provide staff with greater professional development on partnering with families.|The district provides ongoing training in building trusting relationships. Two-way communication is offered through live Town Halls and parent advisory council meetings. A Spanish interpreter is present at these meetings. An area of growth is to be more intentional about learning about family's strengths, cultures, languages, and goals for their children. The district has developed plans to offer parent support classes through the Online Trauma Academy.|4|4|3|4|3|4|4|3|4|4|4|4|2021-06-09||2021 45699710135830|PACE Academy Charter|3|PACE maintains an advisory group and provides training for its members who then provide input on decisions. PACE develops frequent family engagement activities supported by LCAP funds.|The district offers multiple avenues for meeting with parents to support student learning beyond parent conferences twice a year. The district needs to provide staff with greater professional development on partnering with families. Due to the nature of the program, school-to-home communication is greatly increased. Daily progress reports are provided.|The district provides ongoing training in building trusting relationships. Two-way communication is offered through live Town Halls and parent advisory council meetings. A Spanish interpreter is present at these meetings. An area of growth is to be more intentional about learning about family's strengths, cultures, languages, and goals for their children. The district has developed plans to offer parent support classes through the Online Trauma Academy.|4|4|3|4|3|4|4|3|4|4|4|4|2021-06-09||2021 45699710135848|Redding Collegiate Academy|3|RCA maintains an advisory group and provides training for its members who provide input on decisions. RCA develops unique family engagement activities supported by LCAP funds.|RCA is a homeschool charter so there is a strong partnership with families that exists. Frequent family meetings occur to check on learning progress, develop goals, and provide materials.|RCA participates in district level training in building trusting relationships. Two-way communication is offered through frequent parent-teacher meetings and digital communication. RCA's culture is one that values individuality and as such places a high emphasis on family's strengths, cultures, languages, and goals for their children. RCA will participate in district developed plans to offer parent support classes through the Online Trauma Academy.|4|4|4|4|3|4|4|3|4|4|4|4|2021-06-09||2021 45700030000000|Grant Elementary|3|Staff constantly communicate the opportunities for family and community members to participate in the variety of support groups affiliated with the school. Advertisements as well as personal invitations are given to parents to attend, participate or become an elected official for the multiple groups. Though we are successful in filling most elected positions, there are some unfilled positions which with increased invitations could be met earlier in the school year. The staff continually seeks to identify families that may be willing to participate with an individual invitation that may not have a full understanding of the opportunity.|A vast majority of families frequently express their satisfaction with the relationships between staff and students as well as staff and parents. Parent involvement is very high at the school based on evidence of the amount of hours parents spend volunteering in the classroom. There are a few incidents of parents expressing concerns. These concerns are addressed through parent conferences where the concerns are heard and acted on appropriately.|Parents are encouraged to communicate with staff when a concern arises or to express their gratitude. Parents can set up a meeting at any time with the variety of staff that support their child in learning. Staff reach out to parents with annual parent conferences. They also initiate communication, including conferences, when concerns of a student's academic progress arises.|5|5|5|5|4|5|5|5|5|5|4|4|2021-06-03||2021 45700110000000|Happy Valley Union Elementary|3|The district is proactive at reaching out to parents to seek feedback for student programs. Staff will reach out to our underrepresented families through multiple means of communication to ensure they have access to programs at school, invite them to school events, and provide them with strategies to support their child’s growth. (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator)|Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place. Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the parent club and other school events. An area of needed improvement is for the middle school staff to reach out to the parents immediately if the child is struggling academically or behaviorally. Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially.|COVID has hindered are ability to have parent engagement activities on campus. However, COVID has also provided us with the opportunity to have multiple individual conversations with our families to meet their student's needs. Our strengths include providing a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, electives for middle school and sports. Parents believed that the school truly supported each and every child especially from underrepresented student groups.|4|5|2|3|3|5|5|4|4|5|4|4|2021-06-09||2021 45700290000000|Igo, Ono, Platina Union Elementary|3|We have many areas in which family, community, and staff can be involved. We have community engagement through various means: Parent Advisory Council, District Advisory Council, District English Learner Advisory Committee, as well as site level committees such as School Site Council and the English Learner Advisory Committee.|Annually parents are given a District Standards booklet that informs parents of the learning outcomes for the grade level of their child. In addition, resources and supports for student learning are provided to the family at the annual parent conference meeting. During the first week of school, all families are distributed a booklet titled, Parent Rights Handbook. For those parents/community members involved in the District Advisory Committee or the School Site Council, Uniform Complaint Procedures are distributed at the first annual meeting.|The site has adopted a school-wide platform that provides two way communication. In addition, due to COVID, all family engagement meetings have a virtual option to increase the participation outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-28||2021 45700450000000|Junction Elementary|3|The district is proactive at reaching out to parents and staff regularly to seek feedback to improve student programs. Surveys are sent to parents and staff throughout the year to solicit additional feedback. Staff will reach out to our underrepresented families through multiple means of communication (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator) to ensure they have access to programs at school, invite them to school events, encourage them to provide input in decision making, and provide them with strategies to support their child’s growth.|Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place. Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the Junction Education Foundation and other school events. Teachers will reach out to underrepresented parents to invite them to school events and engage in their child's education. The following information was provided in the parent survey results: 94.5% surveyed parents feel their student's teacher works hard to help their student. 46.2% of surveyed parents agree or strongly agree that they would attend School Board Meetings if they were held in the evening. 91.2% of surveyed parents agree or strongly agree that their child enjoys school. 14.3% of surveyed parents agree or strongly agree that their child has been bullied at school this year. 93.3% of surveyed parents agree or strongly agree that their student has a positive relationship with their teacher. 98.9% of surveyed parents agree or strongly agree that their student feels safe at school. 95.6% of surveyed parents agree or strongly agree that their student has friends at school. 63.8% of surveyed parents agree or strongly agree that their student enjoys hot lunches. 78.9% of surveyed parents agree or strongly agree that their student enjoys PE. 89% of surveyed parents agree or strongly agree that they are proud of Junction's campus and facilities. 84.6% of surveyed parents agree or strongly agree that they would like more community activities for parents and students to socialize with one another. 74.7% of surveyed parents agree or strongly agree that they would like more opportunities to be involved and volunteer at Junction. 90.1% of surveyed parents agree or strongly agree that they are pleased with my student's academic progress for this year. 94.5% of surveyed parents agree or strongly agree that they are pleased with my student's character development for this year (i.e., respect, responsibility, caring, citizenship, trustworthiness, and fairness) 93.4% of surveyed parents agree or strongly agree that the teacher provides helpful feedback regarding my student's progress. 93.4% of surveyed parents agree or strongly agree that my student's teacher addresses my concerns in a timely manner. 78.9% parents indicated that the amount of time their student spends on homework is just right while 17.8% thought it is too much and 3% stated that it was not enough. 86.7% parents indicated the difficulty of homework is just right while 10% thought it is too much and 3% stated that it was not enough. Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially.|Our strengths include providing a family friendly environment, a focus on academics, quality teachers who are passionate and caring, good communication, electives for middle school, and an opportunity to play sports. Parents believed that the school truly supported each and every child. The parent survey indicated the following: 97.8% of surveyed parents agree or strongly agree that their child's teacher welcomes communication and feedback from parents. 97.8% of surveyed parents agree or strongly agree that weekly communication from their child's teacher is helpful. 83.5% of surveyed parents agree or strongly agree that the monthly newsletter is helpful. 89% of surveyed parents agree or strongly agree that the Principal's weekly all-call is helpful. 80.2% of surveyed parents agree or strongly agree that they are always informed of important school information. 82.4% of surveyed parents agree or strongly agree that they would use an app to look at the school calendar, bell schedule, school bus schedule, and lunch menu. The staff will reach out directly to the underrepresented families to invite them to participate in their student's education. Our school district is small and the staff provides the personal touch to connect with each and every family.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-14||2021 45700520000000|Millville Elementary|3|Millville School is a single school district with one school administrator in the form of a principal/superintendent. The supt/principal discusses relationships at every staff and teacher meeting and how to better, improve and sustain those relationships with students and with parents. Additionally, the Site Council has as one of its priorities to continue to improve the school culture to be one of inclusion, friendliness, kindness and fun. As with all schools across the nation, the last 18 months has prevented schools from continuing to build relationships with families due to limited contact. Once the pandemic and limitations due to the pandemic have lifted we anticipate we will need to rebuild trust and basic relationships with many of our stakeholders. Currently, we have started implementing school events at lunch time that is behind the Site Council's goal to maintain and improve the school culture; these events are meant to rebuild the culture and relationships with students. All students have access to the school culture activities as we provide them by cohort. This is our first effort in rebuilding these relationships that are so crucial to our school.|Due to the pandemic much of what we had anticipated for building relationships in 2020 and 2021 was not implemented. Programs such as Developmental Assets, Big and Little Sister/Brothers, Girls Helping Girls relied on students helping kids from other grades. As we remain in cohorts, we were unable to host these programs. We anticipate bringing all of these programs back after the guidelines are lifted. During the months we were closed, we communicated frequently with families through our website and parent notification system. Millville School continues to hold conferences and invites every family to a parent/teacher/student conference twice a year. During this conference, parents provide input and information to the teacher, as well as the teacher provides information to the parents, which helps to bridge the informational gap. Parents took part in a survey in the spring of 2019 with the purpose of determining how the school can better support them provide instruction and education regarding their own children's success in school, social/emotional growth, creating an educational environment at home and encouraging parent involvement. If there was one area of improvement in building partnerships for student outcome, it would be to provide workshops on a regular basis for parents in building partnerships for positive student outcomes. As with all schools across the nation, the last 18 months has prevented schools from continuing to build relationships with families due to limited contact. Once the pandemic and limitations due to the pandemic have lifted we anticipate we will need to rebuild trust and basic relationships with many of our stakeholders.|Millville School considers relationships with students and families a priority before all else. To establish relationships with families, we invite every family to a parent/teacher/student conference twice a year. During this conference, parents provide input and information to the teacher, as well as the teacher provides information to the parents, which helps to bridge the informational gap. In addition, parents are invited to participate on the Site Council and results of meetings are shared with the community. Millville offers a weekly newsletter, web page and notification system that reaches all of our parents. We have a survey planned for the spring of 2022 which should give us ample time to reestablish relations with our parents who we have not seen due to the pandemic. We anticipate using the results of the last survey which provided information on skills parents can share to better our school. Again due to the pandemic, we have not had parent volunteers on our campus since March 2020.As with all schools across the nation, the last 18 months has prevented schools from continuing to build relationships with families due to limited contact. Once the pandemic and limitations due to the pandemic have lifted we anticipate we will need to rebuild trust and basic relationships with many of our stakeholders. To restablish our relationships, we will firstly need to open our doors to volunteers and welcome them on campus. We will also recreate an environment that is welcoming by holding welcom back events and asking for volunteers in the classrooms again. Once we begin to reestablish our relationships with families, we will seek out those parents who may be uncomfortable volunteering and invite them to join Site Council or our parent group, PTK. We will partner them with parents who are established in our community to be their 'buddy' parent to introduce them to the programs and other parents at Millville.|4|4|3|4|4|4|4|4|4|4|4|4|2021-10-19||2021 45700780000000|North Cow Creek Elementary|3|The district is proactive at reaching out to parents to seek feedback for student programs. Staff will reach out to our underrepresented families through multiple means of communication to ensure they have access to programs at school (phone calls, text, emails, Remind App and Aeries Communicate, Chronic Absenteeism Attendance Coordinator)|Teachers provide opportunities for students to learn from their mistakes and correct them. Parents appreciate teachers and the work they put into every child. They believe that there are good interventions and communication in place. Parents have indicated that they are provided multiple opportunities to engage through School Site Council, Open House, Parent Conferences, the parent foundation and school events. An area of needed improvement is for the middle school staff to reach out to the parents immediately if the child is struggling academically or behaviorally. Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically and socially.|"Parents indicated the following as strengths in our program: music, sports (Cross Country, basketball, snowboarding etc.), Innovation Lab, computers, high expectations, academically focused, Action Teams, technology/typing skills, STEM, choir, interventions, SIPPS reading intervention program, and After School Care. Parents believe the school should improve the following: Access to a library, before school care, summer school, more PE programs, more STEM, 4H, more activities in After School Care, band, more art, decrease bullying, more book fairs, improve the food quality, install a metal detector, establish a tutoring program. The following are some comments that parents wrote in their survey: ""The school’s communication as a whole is outstanding. I believe the staff goes to extraordinary lengths to communicate with parents."" ""Overall our staff and students thrive. Accountability for students who are out of line could be improved, or at least revisit the protocol in handling their actions. The coaches we have are some of the best in the area."" ""I feel that my child is safe at this school."""|4|5|5|4|5|5|5|5|5|5|5|5|2021-06-18||2021 45700860000000|Oak Run Elementary|3|Our district is proactive at reaching out to parents to seek feedback for student programs. Staff often reaches out to our underrepresented families through multiple means of communication to ensure they have access to programs at school, invite them to school events, and provide them with strategies to support their child’s growth. (phone calls, text, emails, Remind App and All-Call Communications, Chronic Absenteeism Attendance Coordinator, etc.)|Teachers provide opportunities for students to learn from their mistakes and redirect them when necessary. Parents appreciate teachers and the high expectations they have for every child. They believe that there are good interventions and communication in place. Parents have stated that they have chosen Oak Run Elementary School for our child-centered education: putting the children's needs before everything else. Our school will continue to encourage students and families to participate in the school's Site Council, Open House, Parent Conferences, and Boosters Club. An area of needed improvement is for the school staff to reach out to the parents immediately if the child is struggling academically or behaviorally, and what to handle in-house and what to include families in. This really depends on individual family preferences. Overall, parents believe this is a family friendly district that has high expectations for students and supports students both academically, socially, and emotionally.|Our strengths include providing a family oriented environment, a focus on academics and social/emotional development, quality teachers who are passionate and caring and who understand the connection between state standards and taught content, and positive communication. Parents believed that the school truly supports each and every child especially from underrepresented student groups. Our school will continue to encourage family volunteers in classrooms and in our Boosters Club meetings.|5|4|4|5|4|5|5|5|4|4|5|4|2021-10-13||2021 45700940000000|Pacheco Union Elementary|3|PUSD continuously engages families in the decision-making process, including advisory groups, surveys, meetings with families, etc. to provide input into policies and procedures and to reach and seek input from all representative student groups, including underrepresented groups without our school community. Family engagement activities are measured and monitored in a variety of ways, including attendance at meetings and events and community outreach.|The PUSD focuses on building partnerships within the community to improve student outcomes. The summary of progress is required to be based on either information collected through surveys of parents/guardians or other local measures and includes a description of why the district chose the selected measures, including whether progress on the selected measure is related to goals it has established for other Local Control Funding Formula (LCFF) priorities in its Local Control and Accountability Plan (LCAP).|Pacheco Union School District's strength is making sure parents are updated and are able to participate in all aspects of their students education. They are able to attend Site Council, PPPTG (Prairie/Pacheco Parent Teacher Group), and Board of Trustees meetings through multiple platforms, including in person and virtual. Pacheco Union School District will provide alternate opportunities to encourage parent engagement including, but not limited to; phone calls, emails, visitations, dialer, and translation optional communication.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 45701100000000|Redding Elementary|3|We have many areas in which family, community, and staff can be involved. We have community engagement through various means: Parent Advisory Council, District Advisory Council, District English Learner Advisory Committee, as well as site level committees such as School Site Council and the English Learner Advisory Committee.|Annually parents are given a District Standards booklet that informs parents of the learning outcomes for the grade level of their child. In addition, resources and supports for student learning are provided to the family at the annual parent conference meeting. During the first week of school, all families are distributed a booklet titled, Parent Rights Handbook. For those parents/community members involved in the District Advisory Committee or the School Site Council, Uniform Complaint Procedures are distributed at the first annual meeting.|Each site has adopted a school-wide platform that provides two way communication. In addition, due to COVID, all family engagement meetings have a virtual option to increase the participation outcomes.|4|4|4|4|3|4|4|4|4|4|4|4|2021-06-29||2021 45701100135889|Stellar Charter|3|Stellar Charter School is a Public Personalized Non-classroom based charter school. As such, it operates under a master contract, charter, LCAP and WASC that focus on relationships and partnerships with families. Two way communication is essential and prolific. 84.3% of parent respondents agree that they have input into school decision-making. 100% of parents participate in homeschool/independent study program as evidenced by monthly logs, master agreement and teacher-parent communication.|Stellar Charter School is a Public Personalized Non-classroom based charter school. As such, it operates under a master contract, charter, LCAP and WASC that focus on relationships and partnerships with families. Two way communication is essential and prolific.|Stellar Charter School is a Public Personalized Non-classroom based charter school. As such, it operates under a master contract, charter, LCAP and WASC that focus on relationships and partnerships with families. Two way communication is essential and prolific.|4|5|4|5|5|5|5|5|4|4|4|4|2021-06-29||2021 45701280000000|Shasta Union Elementary|3|We have many areas in which family, community, and staff can be involved. We have community engagement through various means: Parent Advisory Council, District Advisory Council, District English Learner Advisory Committee, as well as site level committees such as School Site Council and the English Learner Advisory Committee.|Annually parents are given a District Standards booklet that informs parents of the learning outcomes for the grade level of their child. In addition, resources and supports for student learning are provided to the family at the annual parent conference meeting. During the first week of school, all families are distributed a booklet titled, Parent Rights Handbook. For those parents/community members involved in the District Advisory Committee or the School Site Council, Uniform Complaint Procedures are distributed at the first annual meeting.|The site has adopted a school-wide platform that provides two way communication. In addition, due to COVID, all family engagement meetings have a virtual option to increase the participation outcomes.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-28||2021 45701360000000|Shasta Union High|3|Our LEA worked directly with and sought input from the parents of Title I students at our Title I parent information nights, through town hall meetings, and with surveys sent to all homes. All of our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Our LEA reached out to parents through the Student Success Academy. This academy is a series of three nights where school staff partner with parents on academic, behavioral, and social issues so families can gain an understanding of such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children. As a LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. These professional development activities are driven by Site Council input from parents and students. Staff reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with educators to improve their children's achievement during these activities. Parental input is received through discussion and an exit survey on how funds should be utilized for parental involvement. In addition, Title I parents are included on our LCAP advisory board so we can work jointly with them to enhance our family engagement policy. In addition, we partner with parents at both our ELAC and DLAC meetings and have increased opportunities for the informed participation of parents and family members with disabilities, and parents and family members of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language 2021-22 Local Performance Indicator Self-Reflection for District Office Page 10 of 11 Parents understand by purchasing software that automatically translates phone messages to the home language identified by the parents on our student information system. In addition, our district and school websites are translated into 18 languages so parents can access all pertinent information (grades, attendance information, school policies and resources, daily bulletin, etc.), so they can completely partner with the district in serving their students. We also provide sign language interpreters for classroom inst|As an LEA, we value and need family engagement to seek feedback and gain insight into the needs of our students. We utilize town hall meetings, SITE Council meetings, District LCAP meetings, Student Success Academies and surveys from students/staff/parents to seek feedback about student needs and our academic programs. Each school in the LEA has developed a written family and parent engagement policy. In addition, each school has developed a parent/school compact. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It was very clear to us that our students were struggling with social and emotional issues. As a result, we have contracted with an outside counseling agency to provide social and emotional counseling to our students. In addition, we needed to increase access for our low Socio-Economic Status students to AP testing. Our students were taking the classes but not taking the exams so they could earn college credit. In addition, we will continue to pursue increasing our A - G completion rate so we can transition more students to college post-graduation. These adjustments to our programs were made based on input we received during our family engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents, by reviewing College Board AP statistics on 2021-22 Local Performance Indicator Self-Reflection for District Office Page 9 of 11 the number of students taking an Advanced Placement course, the number of students taking the Advanced Placement exam at the end of the course, and by measuring how many of our students are transitioning to higher education.|"Our LEA worked directly with and sought input from the parents of Title I students at our Title I parent information nights, through ""town hall meetings, and with surveys sent to all homes. All of our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Our LEA reached out to parents through the Student Success Academy. This academy is a series of three nights where school staff partner with parents on academic, behavioral, and social issues so families can gain an understanding of such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children. As a LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. These professional development activities are driven by Site Council input from parents and students. Staff reviews state academic 2021-22 Local Performance Indicator Self-Reflection for District Office Page 8 of 11 standards, state and local academic assessments, and how to monitor a child's progress and work with educators to improve their children's achievement during these activities. Parental input is received through discussion and an exit survey on how funds reserved for parental involvement activities should be utilized. In addition, Title I parents are included on our LCAP advisory board to work jointly with them to enhance our family engagement policy. In addition, we partner with parents at both our ELAC and DLAC meetings. We have increased opportunities for the informed participation of parents and family members with disabilities. Parents and family members of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by purchasing software that automatically translates phone messages to the home language identified by the parents on our student information system. In addition, our District and school websites are translated into 18 languages so parents can access all pertinent information (grades, attendance information, school policies and resources, daily bulletin, etc.), so they can completely partner with the district in serving their students. We also provide sign language interpreters for classrooms in"|4|4|4|4|5|4|5|5|5|5|5|5|2021-06-08||2021 45701360106013|University Preparatory|3|A parent survey was administered to all families during fall of 2021. An email was sent which included a link to the survey. Key findings from the survey are as follows: (1) Parental interest in program priorities included small class sizes, rigorous academics with access to college-credit opportunities (AP and dual enrollment), academic support offerings, and ensuring a close-knit community of teacher/advisors; (2) The home-school communication methodologies most used and valued by parents are the school messenger online/phone system, school newsletter, and the school app; (3) 99% of parent respondents indicated that U-Prep offers a supportive learning environment for their student(s); (4) For college and career preparation, parents placed a high value on Shasta College dual enrollment offerings, free PSAT testing for all 8th, 10th, and 11th grade students, and personalized individual support provided by teachers; (5) 98% of parents reported that they felt U-Prep was a safe place for their student(s). When asked about the types of parent involvement parents are most likely to engage in, the majority of responses landed in three areas: grade-level events, parent organizations and assisting with student transportation. To support ongoing involvement of underrepresented families, staff designees are in place to coordinate services and conduct personalized outreach.|All U-Prep faculty serve as a coach and/or advisor as a means to build relationships (including coach, performing arts director, mentor, advisor, club sponsor, and tutor) with students and families outside the classroom. Teachers meet in grade-level and common curricular teams to discuss student needs, coordinate curriculum and instruction, plan activities, trips, and events for students (which also includes parent chaperones). Grade level trips and activities occur 6th-12th grades (including college campus visits, science explorations, team building overnight trips). U-Prep has a tradition of maintaining strong relationships with its students and families through positive school communications. Data provided by the most recent parent survey states the school messenger email and phone systems, and the school app are most valued by parents. U-Prep also prepares a daily bulletin that is read by a student representative (a parent section also follows which is distributed daily via the school app and email), the Panther Pride Newsletter is created monthly, school activities and important information is displayed on the beautiful color marquee, as well as up-to-date and interactive online forums for home school communications (i.e. teacher websites). U-Prep traditionally organizes trips for students to access different cultural learning experiences, although the pandemic has hindered these opportunities. U-Prep Administration, counselors and teachers meet with each EL family individually to review test scores, student strengths, as well as areas of growth to individualize their educational program, as needed. To ensure families are able to meaningfully contribute, U-Prep will provide an interpreter when language barriers exist. Within our culture of continuous improvement, we will continue to maintain open communication with all stakeholders through our Parent Venture program, student advisory groups, school accreditation processes, school governance teams, and various other forms of collaboration and communication.|U-Prep faculty and support staff are involved in continuous professional training to support our school’s capacity to partner with families. Through the school’s Parent Survey, parents provided information to include: time frames to best suit their schedules, topics they would like to see offered in regards to parent education, and what activities they are most likely to participation. 97% of our parents indicated that U-Prep keeps them well-informed about school events and activities. Attendance at workshops and conferences is tracked annually to ensure all staff are equally engaged in meaningful outside professional development. Staff return from these trainings and share their learnings with their colleagues. Staff Development Days, staff meetings, collaboration, and August trainings have served as opportunities for learnings to be shared. Conference/attendance in professional development is inclusive of faculty, counselors, support staff and administrators. Almost every Monday is set as an early release Day, allowing for an hour of collaboration time for the following teams: ASAP/Grade-level team meetings, Department meetings, staff meetings, and other purposes as determined by the School Leadership Team. U-Prep has three school counselors with one designated to focus on students needing additional support. Increased attention is given to students with special needs and students on free and reduced lunch; there are additional resources available to them such as college trips and AP fee waivers. Student progress is monitored by counselors, administrators, and teachers through academic grades, local and state assessments, and PSAT score performance, among other measures. Academic conferences, Student Study Teams, academic support classes, Study Hall, Advisory/Tutorial, and Academic Saturday School represent some of the supports offered to U-Prep students. Families new to U-Prep receive the Student-Parent Handbook and Course Guide. Incoming sixth-grade families meet with administration, counselors, and teachers to review school and academic policies as well as school to home communications. Due to the pandemic, virtual meetings were scheduled. Based on the fall 2021 Parent Survey, 98% of parents report that U-Prep is a safe place for their student(s).|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-06||2021 45701364530267|Shasta Charter Academy|3|The school has many ways of communicating with and hearing from SCA families. The personal nature of the school is an area of strength.|The school has many ways of communicating with and hearing from SCA families. The personal nature of the school is an area of strength.|The school has many ways of communicating with and hearing from SCA families. The personal nature of the school is an area of strength.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 45701690000000|Whitmore Union Elementary|3|The Whitmore School engages with parents/families daily. The community is closely woven and parent and community input is encouraged at all times. The school is and will constantly seek information and feedback from the families it serves. The school contacts families to keep in touch and reaches out as needed and inquires about what the family needs and how we can support them.|The Whitmore School is always meeting with parents and families. We have started discussing with parents the effect of the Covid-19 pandemic on students and started to access availability to counseling services. We plan to improve the availability of counseling services and to purchase a new social/emotional curriculum as this was an area identified by staff and parents for improvement. All students will have access to these services, including underrepresented families.|The Whitmore School has various avenues to engage in communication with parents and families. We use letters home, phone calls, the school website, our facebook page, messenger, texting, email, and one on one conversations with families/parents. Those families who are not as active socially or not in contact daily or weekly, we contact and have conversations with them.|4|4|4|4|3|5|4|3|3|4|4|4|2020-09-15||2021 45737000000000|Mountain Union Elementary|3|We frequently have opportunities for all community members to engage in the planning process and decision process when appropriate. The challenge for the LEA has been COVID. Our LEA and community plans to look forward to reengaging in person once the pandemic is over. For now we continue to use technological means to engage and continue to work with our state and federal representatives and agencies to impress upon them the need for broadband infrastructure in rural areas to close the access gap.|Our LEA has always been strong in this area. Due to the rural nature of our LEA and the rugged individualism of the families which we serve, we are focusing on working with our public and private sector partners to develop technological infrastructure and access for better communication and to work with other government agencies in order for the school to become a hub of information dissemination and trust.|We are a small district and have a diverse population of families that we serve. Having acknowledged this fact, our staff know most of the community members and take every opportunity to be proactive when talking about what is going on at the school. In non- Covid years we had regularly scheduled opportunities for families to engage with the school and staff in person. With Covid, we have regular opportunities for the community and parents to engage via telephone, zoom , and individual meetings outside. A focus are for improvement is to have more frequent telephonic communication between staff and parents regarding positive outcomes at the school and to engage local private sector business and tribal leadership in partnership with our developing CTE program.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-20||2021 45752670113407|Rocky Point Charter|3|Offering a multitude of ways to engage families.|Offering a multitude of ways to engage families.|Build different ways to communicate with families in order to serve them best.|4|4|3|4|3|3|4|3|3|3|3|3|2021-10-26||2021 47104700000000|Siskiyou County Office of Education|3|While we have made progress in building capacity of principals, staff, and family members in engaging in decision making, it is difficult to schedule times when all stakeholders can be present in order to plan and design family engagement activities.|Our staff offers trainings and guidance to our families. We need to improve in offering resources in developmental learning stages to our parents to help them navigate the needs of their special education child.|Our staff is excellent at working with our Moderated to Severe families. They offer trainings, guidance, and encouragement to our families. An area of improvement for our LEA would be in the area of communicating with families in language that is understandable and accessible.|4|4|4|3|4|3|4|4|4|4|4|3|2021-06-23||2021 47104700117168|Golden Eagle Charter|3|Strengths in this area include a committed and functional staff and administration who collaborate to plan family engagement events and activities. Families have close engagement with the teachers they interact with frequently. We have made stakeholder input a priority over the last couple of years and have implemented more ways to get input. The input is used in decision making by the Executive Council and the Leadership Team. Our goal going forward is to maintain the systems we have put in place to collect input and to continue to discuss the input while making decisions at Executive Council and Leadership Team meetings.|Strengths in this area include our Educational Facilitator staff position and personalized learning model that promotes deep engagement with families and students. Our identified areas of growth include leveraging the strong staff-family relationships to improve academics. We will improve the engagement of underrepresented families by expanding staff training to build articulation between positive staff-family relationships and academic rigor, monitoring progress and adjusting instruction as needed.|Strengths in this area are in fostering and supporting one-on-one relationships and communication. In the spring of 2021 we completed a targeted survey where parents were carefully selected to represent all populations in our school. We now will use that survey data to identify needs of particular groups and target supports accordingly. Our identified areas of growth include improving systematic and school-wide communication within the school community and in supporting staff to better identify and support the strengths, language, culture, and goals of families we work with.|5|4|4|4|4|4|5|4|3|3|4|3|2021-06-10||2021 47104700137372|Northern United - Siskiyou Charter|3|88.9% of staff respondents agreed, or strongly agreed with the notion that NU-SGS is making progress in the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. 79.2% of parent and student respondents agreed, or strongly agreed that they are allowed to effectively engage in advisory groups and decision-making. 78.7% of all stakeholder respondents agreed, or strongly agreed that NUSGS is making progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Overall, progress has been made in this area since our first year (2018-29). Due to the pandemic of the past year, we did not have any in-person parent involvement in family engagement activities. We did provide Zoom meetings for back to school night, reopening orientation, school sight council, and LCAP meetings, however attendance was not at the same level it had been in the years prior. This could be due to internet issues or other technology barriers, or it could be a communication issue. Our goal, once we are allowed in-person meetings again is to help serve underrepresented families by removing barriers to participation by: ensuring all students who do not have reliable internet or technology at home are provided with a Chromebook and/or hotspot; making it convenient for parents to bring younger siblings to meetings; continuing to provide a Zoom option (as allowable) for meetings; and using a more robust communication and engagement platform, with built-in translation features.|"89.9% of Northern United - Siskiyou Charter School (NU-SCS) staff agreed, or strongly agreed with the statement ""I am provided professional learning and support in a way that helps improve our school's capacity to partner with families."" 87.8% of stakeholders agreed, or strongly agreed that NU-SCS provides families information and resources to support student learning and development in the home. As an independent study program, our teachers are required to meet with families a minimum of once every 20 weekdays to discuss student progress and working together to support student outcomes. While we are successfully implementing this element of building partnerships, our task is to ensure that new staff are trained in best independent study practices, including how to help underrepresented families overcome barriers to success in our program. 69.7% of stakeholder respondents agreed, or strongly agreed that they understand and exercising their legal rights and advocate for their student's needs. This element of partnership building will be an area of focus for our in-house professional development, and the admin team will regularly discuss the needs of underrepresented families and how to overcome barriers they face to understanding their legal rights and advocating for their own students and all students ."|96.9% of respondents to the stakeholder survey agree, or strongly agree that the staff of the school works to build a trusting and respectful relationship with families. With regard to creating a welcoming environment, 93.9% of respondents agreed, or strongly agreed. Learning about each family's strengths, cultures, languages, and goals for their children is also a strength, largely due to the personalized nature of our program. While most respondents felt that our school provides multiple opportunities to engage in 2-way communication using a language that is understandable and accessible to families, we are planning an upgrade to our school communication platform that provides a more integrated translation feature.|5|5|4|4|4|4|4|3|4|3|3|3|2021-06-18||2021 47701850000000|Big Springs Union Elementary|3|An active Parent Teacher Organization (PTO) coordinates our annual Book Fair, assistance with supplemental programs such as Accelerated Reader, publishing of our annual yearbook and sponsors numerous fundraisers throughout the year to help support our student activities. The School Site Council meets quarterly, PTO and Boosters' meets monthly to provide feedback from parents and to provide our staff with planning support.|Parents are invited as guest lecturers during Career Day. Progress reports and quarterly report cards are provided by traditional mailings and through password protected online progress reporting. Parent conferences are held two times a year or on an as needed basis. Parent representatives are elected to serve on the School Site Council which also functions as our Title 1, LCAP parent involvement and EL parent advisory body.|We believe that parents are our essential partners in education and we encourage parents to volunteer when possible. Parent participation in instructional planning through individual conferences is about a 90% participation rate at most grade levels. Our school also benefits from extensive parent involvement in athletic events through our Booster Club, student performances and student recognition assemblies, and by assisting us as parent volunteers in the classroom. A parent/guardian volunteer procedure is monitored by office staff.|4|4|3|3|4|3|4|4|4|3|3|3|2021-07-06||2021 47701930000000|Bogus Elementary|3|As stated before, the LEA asks for family feedback twice a year. Once in the beginning so the LEA can plan according to the wishes of the families and once at the end of the year to gauge how well the school did in meeting families needs and expectations.|The first quarter of every school, each family is met with to ensure they understand how their child is progressing as well as whys to support them better at home. This is also a time parents are informed of their rights and their students rights.|Bogus Elementary is a part of a very tight knit community at Copco Lake. Students often give back to the community with annual events such as Reverse- Trick-or Treat or The Giving Tree. Families are very involves with all our fundraisers and 91% of parents come to school events and meetings. the school sends home surveys twice a year to receive feedback from families on how the school is going and what they would like to see.|5|5|4|5|3|4|5|4|4|4|4|4|2021-10-12||2021 47702010000000|Butteville Union Elementary|3|Communication between the LEA and families is usually strong because of our small community. That being said, it is always a challenge to get many parents to actively engage and provide input in the decision-making process in the school. Our school is geographically isolated as families are typically live more than 5 to 10 miles away from campus. Our PTO has been a strong supporter as a booster and many of those parents, as well as others, actively participate on advisory groups because they are willing to drive to campus. Virtual meetings are now becoming a more accepted way to join school events, board meetings, and advisory groups. This method of meeting will be utilized more in the future for school site council, safety, and LCAP committees. It will also help with teacher parent conferences and class events where low income and other underrepresented groups can join virtually and limit cost and time barriers when engaging with classroom events. Our faculty, staff, and families are always evaluating and seeking ways to invoke more family involvement through school events like meet and greets, field trips, book fairs, open houses, egg drop, art auctions, and science and history fairs. Invites for virtual meetings through the news bulletin and website advertise allow for more families, including underrepresented groups to participate and provide input in a variety of decision and policy making at school and district level. In the California School Parent Survey, 88% of parents agrees that the LEA allows input and welcomes parents' contribution, while 89% says that the school encourages parents to be an active partner with the school in educating their child.|The LEA seeks new and innovative professional development training for teachers and administrators to improve the school's capacity to partner with families. Many of the current professional development offerings come from our local county office of education. Currently we have a site team, including the principal, attending Cali Reads, a program that helps improve reading and word knowledge with our students. It helps the LEA organize a family literacy night and other resources to support parents with their child's reading at home. Another professional development attended by two teachers is the SVMI Math initiative which provides all teachers with math resources. This program shares online math resources for both teachers and families. Our teachers and administration have built strong relationships with most families in our small community. Teachers use several means like Back-to-School night, open house, ClassDojo and the school bulletin to keep parents informed and up to date with resources for student learning at home. On-going parent meetings and scheduled meeting prior to Thanksgiving break help time for teachers and families to work on improving student learning based on a variety of assessments. Star Math, Star Reading, CAASPP, Exact Paths, and other assessment tools are used to identify student learning needs and improve student outcomes. Current, updated legal postings on the school website, school bulletin board and weekly school news bulletins provide and support families in understanding and exercising their legal rights and advocating for their own students and all students. One area of improvement is to have more opportunities to share more math resources and training with families to help improve student outcomes.|Butteville's strength is community relationships. Our staff continually works on developing strong relationships with families through Class Dojo, classroom newsletters, weekly assignment sheets, enrichment activities, field trips, and responsive classroom activities. With the limitations created by on campus visitation bans due to COVID-19 safety protocols, parent/teacher face to face contact has been severely limited this year. According to surveys conducted during 2019/ and 2020/21 school years, 90 percent of parents in 2019/20 found teachers responsive to questions by parents. This number fell from 90 to 84 percent for the current year. Correspondingly, teachers rated themselves more effectively in 2019/20 in parent communication at 87% than in 2020/21 (72%). Even with more reliance with technology to communicate with parents in 2020/21, communication is perceived poorer this year. One could surmise that as campuses open up again, that effective communication between staff and families will improve. In terms of supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, Butteville experiences a more heterogeneous population with small mixed group demographics. A strong target would be to educate our school as a whole by focusing on more themed units and family nights that promote educational experiences to highlight and celebrate multiculturalism throughout the school. Once parents return to campus, teachers can discuss student and family strength and goals through teacher parent conferences. Providing students with choice on assignments and projects that build knowledge on cultural heritage.|4|4|3|4|3|4|3|3|4|4|3|4|2021-06-08||2021 47702430000000|Dunsmuir Elementary|3|We provided many opportunities for family input this year through surveys in regards to decisions surrounding Covid-19. We provided several opportunities to provide feedback regarding our LCAP. This year was a challenge to bring families together to discuss plans, policies, and strategies. This is an area that will be a focus next year as we bring all students and families back on campus. We will research ways to engage parents so that they will want to become part of a parent group. This has long been a challenge even before this year.|Currently teachers meet with parents twice yearly to discuss student progress and ways to support students’ academic needs. We hold at least two family events which feature activities that families can do with students at home to support learning in academic areas. We also hold a Back-To-School Night in the fall and an Open House in the spring. We had a very successful Family Literacy Night this spring and plan on having a family academic night at least once a trimester next year. One area we can improve in is giving more frequent feedback regarding student progress. We will begin sending home progress notes and class newsletters 3-4 times a month.|This year with distance learning, the imperativeness to connect with families on a regular basis really pushed all staff to find multiple tools for doing this. Our families responded to surveys that they were very appreciative of these outreach efforts when it came to food, schoolwork, social-emotional issues etc. When we came back to school on campus, these connections were maintained. We began to send out calls to families of absent students and as a result have a clearer idea of why students were absent. One area we see a need for improvement is in learning about family’s strengths, cultures, and goals for their children. We will research ways to engage families in sharing their cultures and individual strengths and to broaden our understanding of these areas.|4|4|2|5|3|3|4|3|2|2|3|3|2021-06-15||2021 47702500000000|Dunsmuir Joint Union High|3|The systems are in place. Work has to be done to get parents to actually participate. We have intensified our use of the phone/text communication system and email inquiries to the families. While still maintaining our regular mail to parents with information and surveys.|The policies and practices are in place. Work has to be done to gain actual engagement. Also this year will require adjustment as we deal with COVID-19 and coming back to school (distance learners' families). Staff is dedicated to implementing and designing programs and opportunities to engage the family unit.|The opportunities are there. Work has to be done to get the families to actually come to the school events, parent meetings, site council and board meetings, and to return the surveys given to them. We will do this through offing more information and support.|4|5|5|5|4|4|4|5|5|4|5|4|2021-06-09||2021 47703180000000|Gazelle Union Elementary|3|Gazelle Elementary seeks stakeholder feedback in a variety of ways including through one on one conversations, parent meetings, and school surveys.|Gazelle Elementary's strengths in this area include multiple ways of communication with families and many opportunities for parents to participate in school events.|Gazelle Elementary offers many opportunities for parents to participate in school activities, provide feedback and works consistently to build trust. With a new instructional staff, we are in the initial implementation of building relationships|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-14||2021 47703590000000|Hornbrook Elementary|3|"Our district’s strength in seeking input for decision making is providing many opportunities for all families and staff in decision making. A focus area for improvement is to try to get more parents, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students, involved in the decision making. They are provided opportunities but few help make the decisions. Parent participation is a focus area for us as a school district. Our parent survey this year yielded a 46% return rate, is aligned with our LCAP, and is used to measure how well we meet our AMO 3.5. We are going to be sending home surveys in a variety of formats to get more input in our LCAP. We will try informal small group or ""catch-them-in-the-hall"" parent meeting to ask what they would like to see happen at the school."|Our district’s strength in building partnerships for student outcomes is using Positive Behavioral Interventions and Support (PBIS); restorative and trauma informed practices; communicating with parents about student progress through conferences, programs, activity nights, etc.; and supporting families to understand and exercise their legal rights/advocate for student with information in our handbook, back-to-school packet, and website. Our area of focus is on providing information and resources to support student learning and development at home, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students in different formats to reach more parents.|Our district’s strengths in building relationships is providing a welcoming environment for everyone and the small-school one-on-one connection with each family. We are working at building stronger relationships in all areas. Our focus area is improving our 2-way communication with families for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. We will continue to utilize all forms of communication including phone, mail, texting, email and in-person.|3|4|3|3|2|3|4|3|3|3|3|3|2021-06-23||2021 47703750000000|Klamath River Union Elementary|3|Our district's strength is providing many opportunities for families and staff to participate in the decision making process. An area for improvement is attempting to get more parents, including families of unduplicated students, families of students with exceptional needs and families of underrepresented students involved in decision making. Though many opportunities are provided, very few participate. Our parent survey had a 43% return rate (3/7 parents returned). We will continue to send home surveys by mail, email and illicit responses by phone. We hope to catch parents where and when we can to find out their hopes for our school.|Our strength in building partnerships comes from restorative and trauma informed practices; communicating with parents about student progress through conferences, emails and progress reports. We are helping families understand and exercise their legal rights to advocate for their student with information in our handbook and back to school packet. Our primary area of focus is to provide information and resources to support student learning and development at home, including families of unduplicated students, families of individuals with exceptional needs as well as families of underrepresented students in various formats to reach all parents.|Our strength in building relationships starts with a warm, welcoming environment for everyone and is supported with our small school one-on-one connection with each family. In working to build even stronger relationships we are focusing on improving our 2 -way communication with families from all student groups, including underrepresented, unduplicated and exceptional need students. We will continue to utilize all forms of communication including phone calls, emails, mail and in-person.|4|4|3|4|2|3|4|3|3|3|3|3|2021-06-29||2021 47703830000000|Little Shasta Elementary|3|Families feel comfortable sharing ideas and concerns with school staff. It is sometimes difficult to get feedback due to a high satisfaction level of parents. Encouragement in this area is an improvement goal|This year's LCAP focused on improving on parent communication especially as it pertains to student progress and lack there of due to learning loss caused by COVID closure.|With just 9 families total, we excel in parent communication. Improvement is needed because of the COVID pandemic and restrictions on public gaterings.|4|5|5|5|3|4|5|4|4|4|4|5|2021-06-23||2021 47704090000000|McCloud Union Elementary|3|The LEA offers many opportunities for families to participate in decision making, but it is rare for families to participate. The LEA has even offered free meals as an incentive, but most people do not partake or want to be involved in more than informal ways. Parents and community members attend social events at the school with a high percentage, but formal meetings are rarely, if ever, attended. The pandemic has increased participation hesitancy in general because the school has been closed to most visitors and many families do not want to access meeting remotely.|Professional learning opportunities are presented to the teaching staff as soon as administration is made aware of trainings, but staff can also present training opportunities to the administration. There are only four full time teachers, so it is not difficult to accommodate requests for training. An obstacle in this area is the lack of substitute teachers available in the county. Staff have been trained in ACEs to better understand our impoverished population. Staff have also been trained in SEL techniques, in addition to Mindfulness and Breath for Change. This year we are introducing school-wide mindfulness and health through Yoga.|Because our school enrollment is so small (approximately 60 students) it is fairly easy for our staff to keep in close communication with parents, families and community members. The LEA disseminates information in several ways in order to offer families many opportunities to stay informed and offer input. An area of focus for the coming year will be the re-entry of volunteers and parents to our campus after the pandemic disallowed visitors to campus; currently, the pandemic is still raging. Our goal is to reboot our welcoming procedures and encourage people to come back to campus for interactions with and enrichment for students. The LEA's only subgroup is Low Income and the majority of families are in this category (approx. 75%).|5|5|5|5|5|5|5|5|4|4|4|4|2021-10-13||2021 47704170000000|Montague Elementary|3|MESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year. MESD seeks to improve parent input into decision-making by providing better opportunities for non-SSC member parents to have input in the LCAP development process for the next three-year planning cycle.|Montague Elementary School District (MESD) has renewed it commitment to provide ongoing opportunities for staff, parents, and students to share in school culture. Through field trips, athletics, school dinners, public LCAP forums, and PTO activities, families and staff work together to build a positive school community. During 2020/21, changes to the lobby have been made to create a more welcoming atmosphere. Connections with the Karuk Indian Community have provided valuable input to teachers on Native American issues and have fostered further understanding among staff. 2019/20 survey data shows further need for developing open communication between school and home. MESD is exploring partnerships with digital management solutions companies to improve the flow of information and to encourage two-way communications with families that are not traditionally engaged in school culture.|MESD maintains a strong partnership with local agencies, including the HUB Community Center. Through this relationship, MESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, MESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education. Through targeted recruiting, MESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community. Ongoing professional development in restorative justice|4|5|4|5|5|4|4|4|4|4|4|5|2021-06-15||2021 47704250000000|Mt. Shasta Union Elementary|3|There has been a lot of input from families regarding how best to spend COVID one-time funds, and we have effectively created advisory groups like the CAFE group as well as a group to revisit the Sisson dress code.|We have multiple ways for families and educators to discuss student progress. A focus area for improvement is providing professional learning and support to improve our capacity to partner with families.|We have had greater parent engagement than ever during this pandemic. A focus area for improvement is developing multiple opportunities for engaging in 2-way communication between families and educators.|4|5|3|2|1|4|5|4|4|2|3|2|2021-04-13||2021 47704580000000|Seiad Elementary|3|The school seeks input from all stakeholders and meets twice annually to garner a diverse discussion of ideas and participation for upcoming events and concerns/requests to be implemented. In addition, all community members are invited to attend monthly board meetings as well, to provide input on decisions affecting the school. A focus area for improvement in this area is to continue to approach communication of meetings in varied ways for optimal participation.|Our school staff regularly seeks families’ engagement in school activities and communicates concerns and praise of our students. 2-way communication between families and the school is conducted regularly by e-mail, telephone and in-person as we have under ten families in our rural school at this time. Currently, our focus area of improvement is to continue to seek involvement of all families; we offer visits with our staff to seek families’ hopes and dreams for their students and opportunities to participate within our school site council meetings. As well, the teacher has participated in professional learning for school-wide restorative practices.|Our teacher and administrators regularly participate in professional learning to facilitate further school-wide engagement with families. Independent study provide families flexibility and alternate resources of study when there is a prolonged absence. An online intervention and enrichment program also provides families with data and access to classroom curricula from home. Two parent/teacher conferences are held annually to communicate student progress; our LEA’s student support team meets with families as needed to ensure additional student support. Annually, all families receive parents’ rights information. Home visits from staff are offered to build community and promote further engagement of all families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-08||2021 47704660000000|Siskiyou Union High|3|Our parents and students are consistently involved with site and district level committees that provide input on policies, programs and budgets to support our goals and activities. These students and parents are members of underrepresented families and seek input and provide support and advocacy for other parents. Our focus area for improvement includes increasing our number of parents involved in the process of monitoring and supporting their students progress toward college and career readiness.|As indicated through our work with our LCAP committee, our strengths include: each school site has a working parent group or organization that is providing input, reviewing policy's, and working as liaisons to other parents, an effective school and district wide communication process, and support for students and parents in need. Our focus areas for improvement include: a coordinated approach to providing support for families from all available county and community resources, and increasing our number of parents involved in the process of planning, monitoring and supporting their students progress toward college and career readiness.|As indicated through our work with our LCAP committee, our strengths include: each school site has a working parent group or organization that is providing input, reviewing policy's, and working as liaisons to other parents, an effective school and district wide communication process, and support for students and parents in need. Our focus areas for improvement include: a coordinated approach to providing support for families from all available county and community resources, and increasing our number of parents involved in the process of planning, monitoring and supporting their students progress toward college and career readiness.|4|3|3|4|3|3|3|2|3|3|4|4|2021-06-22||2021 47705080000000|Yreka Union Elementary|3|This is an area that needs improvement. While the LEA attempts to make connections, oftentimes these efforts do not have the desired impact and effect. We encourage all families to participate in all facets of our district, but this is met with limited success.|The LEA works with our local Native American tribe, we collaborate well with our county office of education regarding our Foster/Homeless Youth population. However, we can improve in all areas by increasing parent communication and connectedness to the district. An area of focus needs to be the instruction, analysis and family connection with school in our EL Population.|The LEA is attempting to create more avenues for communication. One area of focus is to train staff regarding Trauma Informed Practices Our office staff does a fantastic job of learning our families. The admin team meets frequently to identify students/families that need greater assistance and guidance.|4|4|2|4|3|3|4|2|2|2|4|2|2021-06-29||2021 47705160000000|Yreka Union High|3|Yreka Unified School District is committed to engaging parents and other stakeholders and incorporating feedback in the decision making process. We have events that have been established to initiate outreach and make connections with parents. Parents are invited to attend our annual Back to School Night that takes place at the beginning of the school year, unfortunately due to COVID restrictions, we could not host this event but we will resume with it next year. This initial communication allows parents to hear about the different programs we offer at Yreka Union High School. Parents receive an invite to participate on our School Site Council and parents get the opportunity to attend their student's classes and meet with their teachers. Establishing these connections and developing relationships leads us to better involvement from our parents. Throughout the school year we invite parents to our sophomore, junior, and senior night which is designed specifically to that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school. In addition to these informational nights, parents are invited to serve on our School Site Council committee. This parent engagement opportunity provides a more meaningful input in decision making. The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our program the School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities. We continue to send out a monthly newsletter, but new last year, we send out a daily bulletin and a weekly memo to parents with the Remind 101 app.|At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Remind(s) that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents signing up with Aeries so they can access student grades.|YHS does a very good job communicating with parents and focus on building trusting and respectful relationships with families. We are welcoming towards families and staff are consistent with replying to family's when communication is requested. Our goals to make better progress on understanding a family's strengths, cultures, and language for all our students. This will only build the relationships with the staff and families, and provide a better support for the student.|4|4|3|4|3|3|4|4|3|3|4|3|2021-06-16||2021 47764550000000|Scott Valley Unified|3|The pandemic experience impacted the LEA's ability to increase family engagement and seek input. Paradoxically, however, the Return to School Task Force was a very productive and successful engagement process, which infliuenced the LEA's ability to return to instruction largely in-person 5 days each week. The style of the Task Force has been recommended as an ongoing activity and method.|Greater family involvement is enjoyed at the elementary school levels than at the secondary levels. The various stakeholders, including students, expressed a desire to increase not only family involvement, community involvement as well. The school school year will bring more opportunities for principals to work with school staff and customize site based engagement opportunities, COVID19 regulations permitting. The District has been intentional in the 2020-2021 school year to improve communication with the Quartz Valley Indian Reservation Tribal leaders, however, leadership turn over there impacts consistency and more work is needed engaging traditionally under-represented families.|While the size of our LEA makes it easier than most Districts to outreach directly to parents, how we outreach is not uniform. Teachers have expressed a need for clear expectations on communication to families. The geographical size of our District can present outreach challenges. While most families express satisfaction with our communication, not all families feel the same way. Social media and word of mouth have proven more successful than more traditional formats.|3|5|3|4|3|3|4|4|5|4|3|4|2021-06-16||2021 48104880000000|Solano County Office of Education|3|"Mental health screening assessments are conducted with all students. The results from the screenings are used to assess the individual needs of students along with case management and referral to mental health service providers. School Site Council Meetings (SSC), parent advisory committee meetings, and family welcome meetings provide families of underrepresented students opportunities to provide feedback concerning academic programs, school budget considerations, and needed resources. Continued outreach to families to participate in the various educational partnership meetings will be an ongoing area of focus. Parents/guardians were asked for input through the SCOE Local Control Accountability Plan (LCAP) educational partner survey. Families were also invited to monthly meetings to receive information about LCAP requirements and provided input for LCAP development. The School Site Council met regularly at the three sites. Parent surveys addressed instruction effectiveness, social-emotional support for students, parent perceptions of the school climate, services available to support students academically and emotionally, and preparing students for the transition to their school of residence. • 80% of parents reported that their child receives extra help when he/she is struggling academically. • 76% of parents reported that the school prepares their student for a successful transition to their next milestone (e.g. transition to high school of residence, college, workplace, or other). • 100% of parents reported that the school involves them in the development of their student’s individual learning plan. • 71% of parents reported that the school provides their child extra help when they are struggling socially or emotionally. These and other survey questions were chosen to address our LCAP goals: academic achievement, transition to the comprehensive high school, college and career readiness, and social-emotional development. A new survey will be completed for the year 2021-2022."|The following services are provided for students and their families in order to promote full access to the academic and social-emotional resources available: Transition services, wellness support/counseling, individual learning plans, family/student welcome meetings, embedded services for students who are homeless and youth in foster care, services for students with disabilities, professional learning related to Social-Emotional Learning for teachers and administrators as well as access to an equity-focused curriculum. Support for underrepresented families includes personal invitations for students and parents to participate with parent advisory committee meetings, SCOE representative available at bi-monthly family visitation meetings, home visits, and access to language interpreters and translation services.|The JCCS program at SCOE has three major areas of strength: (1) Culture and Climate - The culture and climate of the program is based upon a student and family-focused model. Students, parents, staff members, and community members are encouraged to engage with activities and advisory committee meetings related to the instructional and operational functions of the program. (2) Communication - Outreach to families through personal invites to school activities, in-person educational partner meetings, and access to language translation has contributed to higher levels of communication between the school and families. (3) Wellness Support- Mental health support and wellness supports are provided for students in need of additional services. Students from underrepresented groups and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-09||2021 48104880139030|Elite Public|3|ELITE is a small and growing school, and we are proud of how we have transitioned from the initial stages of charter school growth to now having systems in place to be able to seek input from parents on a regular basis. We had begun the process of forming advisory groups prior to the pandemic, but much of this work was put on hold as we shifted our priorities to the immediate needs of students, staff, and families. Our School Site Council, the ELAC committee, and other parent advisory committees continued to meet virtually during the school closure. Our stakeholder engagement process involves surveying the entire school family community, incorporating staff feedback, checking in with families during meetings to ensure we understand the survey data, creating a plan, and then finally getting the plan approved by the SSC and the school board. We held online meetings and surveyed families for their input about key decisions during the pandemic, but it was difficult for many families to participate in advisory committees during this time. For the families that were able to attend, we relied on them to let us know what other families in our tight knit Vallejo community thought about these issues to ensure a broader perspective. Going forward, we will refocus our efforts to engage more families to participate in our advisory committees.|ELITE Public Schools has developed practices that foster partnerships between families and staff in support of student growth. ELITE hosts parent conferences each semester with all of its families to not only inform families of student progress, but to also have them be partners in the work. ELITE plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences. The entire ELITE staff has successfully supported our families to support their children, both academically and logistically, in the distance learning format this year. We held family input sessions so that we are aware of the challenges faced by students and can provide appropriate supports. As needed, parents come individually to share concerns in our office and provide information about how to access our student information system and Class Dojo to monitor their child’s progress. We provide families information about their legal rights and how to advocate for their students in our student family handbook, throughout the special education process, and during family meetings throughout the year. Our school is built to eliminate the opportunity gap with special focus on African American and Latino students. Every policy put in place with that in mind. Our full service community school recognizes the whole child. We have partnered with our County Office of Education and local colleges and universities to provide additional resources to our families and students. For example, we have partnered with a local college for our weekly COVID testing to ensure positive student health outcomes.|Relationships between teachers and families are critical to our work at ELITE Public Schools. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school through frequent meetings both large group and individual to determine how to best support students with distance learning and the safe return to in-person instruction. We have had very strong parent engagement around maintaining health and safety protocols implemented for the return to in-person instruction. Families are not sending students with symptoms to school, are quarantining as necessary, and participating in weekly Covid testing. We will strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools. We have hired an Americore worker who is devoted to this project and is currently building policies and procedures so that we will be ready to invite families on to our campus to volunteer once it is safe to do so.|3|2|3|4|3|4|4|4|4|4|4|4|2021-10-12||2021 48705240000000|Benicia Unified|3|BUSD has several parent groups that function in an advisory capacity. The LCAP parent group has representation from every school site. All parents were invited to express interest and then a school-based election took place to vote in the site representatives. This LCAP Parent group meets alongside the Union LCAP group and meets monthly. In addition, BUSD hosts an African American parent group, a special education parent group, and DELAC. Each of these groups provides input into programs and services, including what is working and what needs attention. During these meetings, we review data, solicit input for the LCAP and programs offered. Each school site has a functioning Site Council and ELAC committee. At the site level meetings, data and programs are reviewed. Each site has jointly developed with staff and parents a Single Plan for Student Achievement. These site-level plans are in direct alignment with the District LCAP. We sought parents to work with staff to develop a return to school plan last spring. These parents helped shape the hybrid model that the District used when we opened for modified in-person learning last March. Finally, the District and sites use a variety of surveys to solicit input and feedback on District programs. BUSD solicited input from parents about parent participation opportunities and workshops. Parents identified types of learning they would like and the District has offered parent workshops in these areas (college and career readiness, wellness, and academic support were the primary response.)|Every school in BUSD has a wellness center. During school closure these wellness centers were virtual and families could access the resources online. BUSD is offering a parent series that includes Social-emotional support, equity, and supporting college and career readiness. THese will be held virtually to accommodate parent attendance. All staff is being trained in compassionate dialogue using the RIR protocol from EPOCH Education. BUSD will continue to improve the engagement of underrepresented families by conducting additional outreach, working to create an environment where people feel valued and respected, and continuing professional learning in the area of equity & opportunity.|Our District and sites use a variety of surveys to solicit feedback on programs, events, communication, needs, and opportunities with families. Depending on the topic, phone outreach has been done to ensure feedback from underrepresented families. In addition, BUSD hosts several parent meeting forums including African American parent forum, special education parent forum, and English learner parent groups. This allows us to solicit particular feedback from these groups of families about their child's successes and challenges as well as ideas for improvement. Additionally, the District website and communication tool, Parent Square, has translation ability built-in. To support families at home, the DIstrict uses many online programs. Log-in information is provided to families to access these resources. In addition, many teachers use Google Classroom and invite parents to become a member of that classroom. Parents can then see the work happening in the classrooms and support their children at home. BUSD has entered a contract with EPOCH Education and is offering a variety of Professional Learning opportunities for staff. The focus of these training is compassionate dialogue and engaging with others in such a way that they feel valued and heard. Equity, opportunity, inclusion, and diversity are at the core of the work we continue to do with EPOCH. BUSD created an LCAP goal that focuses specifically on equity. The need for this goal was gleaned from surveys and forums conducted as part of the LCAP stakeholder engagement.|4|4|4|4|4|4|4|3|4|5|4|4|2021-10-07||2021 48705320000000|Dixon Unified|3|The District does a good job of asking for parental participation, and we are compliant with state and federal mandates in this area. However, there is tremendous room for growth to fully engage all groups in our community, to teach our families how to be effective advocates for their learners, and create accountability structures to ensure implementation.|During Distance Learning, the District provided families with resources to improve their students' success. The District has provided training to staff to create consistency when it comes to conferences and parent outreach. There is work to be done to ensure communication systems are constructed to enable family engagement.|Site level data show more consistency and strength in this area. There is a need to focus on proactive systems to ensure effectiveness throughout the District.|3|3|3|3|2|2|1|1|1|1|3|1|2021-09-16||2021 48705400000000|Fairfield-Suisun Unified|3|Each school maintains a School Site Council and, where appropriate, have English Learner Advisory Committees. In addition, at the District level, parents serve on the Superintendent’s Parent Advisory Committee, the LCAP Advisory Committee, and the District English Learner Advisory Committee (DELAC). During the 2020/21 school year, parents participated in the Equity Steering Committee Stakeholder meetings. While there are structures to effectively engage families, the parents indicated that they do not always feel welcome to be a part of the process. In addition, these structures do not always allow for all families to participate. During the 2021 - 2024 LCAP process, DELAC parents and members of the Superintendent’s Advisory Committee provided important feedback that has been included in Goal 5 of the LCAP, specifically Action 5.4, “Family - School Connections” which calls out the need to implement support programs that establish foundations of trust, build positive relationships between home and school, and engage families as partners in their students’ academic success.|During the 2020/21 school year, FSUSD implemented additional communication tools that received much praise during the Superintendent’s Parent Advisory Committee. The Engage Newsletter and the 5-Minute Friday videos are presented in such a way that there is enough information, without being overwhelming. In addition, both of these communication tools are distributed in English and Spanish. While the new tools are appreciated, spending the majority of the year in distance learning and engaging most often via an online platform has been exceptionally challenging for staff and parents to engage. Feedback from the parents regarding identified areas of growth were included as action items in Goals 1 and 4 of the LCAP. In addition, eleven actions were identified in Goal 5, which solely focuses on parent and family engagement. The actions range from creating and implementing more welcoming environments for families, as well as creating professional development opportunities for families and expanding parent education workshops.|In addition to parents serving on the LCAP Advisory Committee, the District meets with the Superintendent’s Parent Advisory Committee and the District English Learner Advisory Committee. Through these meetings, parents highlighted two areas of strength: (1) the Family Resource Centers and (2) communication/support from the Coordinator of Parent and Family Engagement. During the 2020/21 school year, the District distributed the Engage! Newsletter and the Five Minute Friday videos. Both received very positive feedback and provided targeted information in language that was understandable and accessible to families. In addition, the parents who have participated in the Parent Cafe provided positive feedback about that new opportunity for families. Feedback from the parents regarding identified areas of growth were included as action items in Goals 1 and 4 of the LCAP. In addition, eleven actions were identified in Goal 5, which solely focuses on parent and family engagement. The actions range from creating and implementing more welcoming environments for families, as well as creating professional development opportunities for families. In addition, the actions include ensuring materials are distributed in English and Spanish.|3|3|3|3|3|3|3|3|4|4|3|3|2021-08-12||2021 48705650000000|Travis Unified|3|Families provided 9,362 responses to surveys about priorities and school operations. We had 110 parents and community members participating in pre-pandemic in-person meetings where LCAP actions and services were considered. We held 23 DELAC, ELAC, Foster Parent, and Superintendent's Parent Advisory Group meetings.|Parents requested a single-sign on solution a few years ago during LCAP consultation, and in 2020-21, there were 915,977 Launchpad logins, demonstrating the effectiveness of what was implemented at their request. 91% of families use our Aeries portal to get information about their child's attendance, grades, and assessments, a significant increase from 2018-19's 74%.|63 informational events were held, and 15 parents participated in parenting education programs. Our Parent Square system provided 2-way communication during the pandemic, supplementing phone and teleconference communication.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-08||2021 48705730000000|Vacaville Unified|3|When making important decisions about our goals and funding priorities, we routinely meet with a variety of stakeholder groups including staff, bargaining unit leadership, students, parents, community groups, and more. We seek staff input by attending at least one staff meeting at every school site. We work with local bargaining units to gain their feedback. We surveyed our stakeholders on a number occasions, utilizing both Google Forms and via Thought Exchange in the spring of 2021 (20% of respondents were staff members). We met and sought feedback from our students via our Student Advisory Committee on the following dates: January 22, February 13, and March 13. We met and sought feedback from our Parent Advisory Committee on the following dates: February 27, March 6, and March 13 We met and sought feedback from our District English Language Advisory Committee on the following dates: February 8, March 9, March 10, and March 24. We met and sought feedback from our Foster Parent Advisory Group on October 1. We met and sought feedback from other community members with the Vacaville Economic Development Advisory Committee on October 19. We sought additional feedback from our parents and students via surveys and Thought Exchange: Parent Survey 1 (1033 respondents), Parent Survey 2 (864 respondents), Student Survey (5088 respondents), Thought Exchange Update (44% of respondents were Elementary parents, 36% of respondents were Secondary parents, and students were 4% of respondents). One substantive addition we made to our goals this year was the addition of an equity goal. Therefore, we also met and sought feedback from our District Equity Task Force on March 25 and April 29. Our staff noted that behavioral and social-emotional supports should be a priority. They also noted that we needed to update existing technology, and plan for future purchases of updated curriculum. In the numerous surveys we have sent out since the start of the pandemic, the following requests were the most popular: reduced class sizes to mitigate learning loss, replacing technology and additional professional development related to that technology has been the most significant need. Our students had many positive things to share about their schools. They expressed particular interest in more options in the areas of Career and Technical Education (CTE) offerings, practical life skill development, and expanded extracurriculars. Our parents appreciated our work thus far related to college readiness. Like the students, they also expressed an interest in more CTE offerings and opportunities to gain “life skills.” Another area of priority was continued support for struggling students for both academics and social-emotional support. Our DELAC parents were interested in expanding our CTE options to include internships for students so that they could explore different careers. They were also hoping for specific workshops or outreach related to college preparation, such as explain|We build partnerships with our families in a variety of ways, including focused events, targeted outreach via parent liaisons, etc. Parent engagement events focused in the following areas: - Academic priorities - Parent Academies - College and Career Awareness - Methods of encouraging on-going communication - Safety and security (cyber and physical) - Student math skills and other curricular activities|Schools within our district host annual community engagement events in order to encourage parental involvement. Such events include (but are not limited to): - Back to School Nights - Student / Parent Orientations - Parent/Teacher conferences Our district and all schools within it maintain websites and a variety of social media pages in order to communicate important information, as well as inviting parents to these community events. In addition to a main website and social media, our schools utilize Blackboard and School Loop as important communication tools. We publish communications in both English and Spanish to ensure all families are able to access the same information.|4|4|4|4|4|4|4|3|3|4|3|3|2021-09-09||2021 48705730129494|Kairos Public School Vacaville Academy|3|Kairos informs the community of its Board of Directors meetings and Parent Advisory Council meetings. These are opportunities when school administration presents information to stakeholders to solicit feedback and gather information on important decisions.|Kairos Public Schools strives to keep all stakeholders engaged in the decision making on campus and aware of changing information.|Kairos Public Schools strives to keep all stakeholders engaged in the decision making on campus and aware of changing information. Kairos offers opportunities through in-person meetings, online webinars and Town Halls events. This level of transparency helps us build strong relationships with all stakeholders.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-05||2021 48705730135095|Ernest Kimme Charter Academy for Independent Learning|3|The strength in this area is having the framework for parent involvement established however, the growth focus will be implementing this framework to gain greater engagement. Bringing families back together in person will aid us in re-establishing relationships and make them sustainable relationships.|Empowering and communicating with families is a strength for this program. Virtual learning is ongoing within one of our pathways but would like to strengthen our parent resource offerings for distance learning.|Strengths: 2 way home communication is open and ongoing. The focus for improvement is to build stronger relationships with our Spanish speaking families. The plan to address this is to hire a Spanish speaking parent liaison as funds become available.|5|5|4|5|5|4|5|5|5|4|4|4|2021-09-09||2021 48705734830113|Buckingham Collegiate Charter Academy|3|As a dependent charter of the Vacaville Unified School District, all of our families and staff are included in the various stakeholder groups that help guide the decision-making progress district-wide. In addition to that, we have administered surveys and sought feedback to guide the decision-making process that is unique to our charter school community. Given that we serve students in grade 9-12, we also conisder student feedback thoughtfully when making decisions. From a survey administered in Spring 2021, Buckingham students indicated that they would like to see more support with career exploration and life skills. Students are intersted in more field trip opportunities and they acknowledge that social emotional support is a current need. We have also solicited feedback from parents during our monthly meetings with our parent teacher organization. The themes of the feedback parents shared at a meeting in April 2021 indicated that they appreciate the emphasis on college readiness that has been our focus and too see value in the emphasis on life skills so they would like to see us to continue to support students in those areas.|Teachers all utilize the Schoolloop platform to publish grades and assignements for families to access. The platform also includes a communication system for teachers to reach out to parents and teachers to communicate regularly about students' learning/progress and how families can support their students at home. We also conduct events that seek to better educator parents and partner with them. One such even is our Four Year Planning Night in which counselors and staff teach parents and students how to build a 4 year plan based on college entry/high school graduation requirements. Other parent engagement events offered include support with Career Planning and other aspects of College Readiness (including financial aid workshops). -We also have access to district Parent Liason and Student Re-engagement Specialists who work directly with families, especially those who are underrepresented. -We will continue to seek opportunities to improve the engagement with underrepresentated families by reaching out to them personally and inviting them to attend targeted events that are offered.|At Buckingham we hold annual events to engage with paretns/guardians in our school community such as the following: -Back to School Night -Student/Parent Orientations -Parent/Teacher Conferences Additionally we hold monthly meetings with our parent organization and we encourage all families to attend. We maintain our school website, we provide a monthly newsletter, and we use platforms including Schoolloop and ParentLink (Blackboard) to communicate regularly. These platforms allow families to respond via email to ask questions, express concerns, or provide feedback. We could improve by reaching out ot underrepresented families more regularly to encourage their involvement and to seek their input.|4|4|4|3|4|4|4|4|4|3|3|3|2021-09-09||2021 48705810000000|Vallejo City Unified|3|Annual professional learning sessions are provided for staff and parent leaders of advisory councils to come together to learn about their roles and responsibilities. Parent participation in advisory councils is measured each year and has increased for the site level councils, English Learner Advisory Council, and the Community Advisory Council for Special Education. Parent participation in the Local Control Accountability Plan development increased last year through a decision to hold virtual engagement sessions at facilitated by staff from each school. An area of improvement is to more intentionally bring families, administrators, and teachers together to plan, design, implement and evaluate family engagement activities.|One full time staff member (Academic Support Provider), whose focus is to provide support to our families and connect them to school and community resources, is in place at every school. These staff members work to build strong partnerships between school and home, and to include families in building student success. Seven parent Liaisons work across the district to address the needs of our families on a day to day basis. They provide parent educational opportunities, make phone calls and home visits to provide two-way communications, and translation services for Spanish speaking families. At the elementary and K-8 schools, there are two weeks dedicated to one on one conferences with parents to support student learning in the fall. A focus area for improvement is to ensure that the day to day work of the Academic Support Providers and Parent Liaisons are targeted toward supporting student outcomes through the engagement of parents of foster youth, English learners, special needs, and free/reduced lunch eligible student groups.|The Vallejo City Unified School District has employed Bilingual Parent Liaisons and Parent Partnership Liaisons for the past 6 years in order to support parent communication, involvement, and engagement. During the 2020-2021 school year District put a number of structures in place to support parents. These structures included the formation of a District Parent Care Team, Weekly Office Hours to answer parent questions, and Weekly Parent Drop-in Virtual Support Hours. Staff has identified the need to ensure that the parents of children and youth from all student groups are represented in all engagement opportunities across the District as an area for improvement.|3|3|3|3|3|4|4|3|4|4|3|2|2021-06-16||2021 48705810115469|Vallejo Charter|3|Annual professional learning sessions are provided for staff and parent leaders of advisory councils to come together to learn about their roles and responsibilities. Parent participation in advisory councils is measured each year and has increased for the site level councils, English Learner Advisory Council, and the Community Advisory Council for Special Education. Parent participation in the Local Control Accountability Plan development increased last year through a decision to hold virtual engagement sessions at facilitated by staff from each school. An area of improvement is to more intentionally bring families, administrators, and teachers together to plan, design, implement and evaluate family engagement activities.|One full time staff member (Academic Support Provider), whose focus is to provide support to our families and connect them to school and community resources, is in place at every school. These staff members work to build strong partnerships between school and home, and to include families in building student success. Seven parent Liaisons work across the district to address the needs of our families on a day to day basis. They provide parent educational opportunities, make phone calls and home visits to provide two-way communications, and translation services for Spanish speaking families. At the elementary and K-8 schools, there are two weeks dedicated to one on one conferences with parents to support student learning in the fall. A focus area for improvement is to ensure that the day to day work of the Academic Support Providers and Parent Liaisons are targeted toward supporting student outcomes through the engagement of parents of foster youth, English learners, special needs, and free/reduced lunch eligible student groups.|The Vallejo City Unified School District has employed Bilingual Parent Liaisons and Parent Partnership Liaisons for the past 6 years in order to support parent communication, involvement, and engagement. During the 2020-2021 school year District put a number of structures in place to support parents. These structures included the formation of a District Care Team, Weekly Office Hours to answer parent questions, and Weekly Parent Drop-in Virtual Support Hours. Staff has identified the need to ensure that the parents of children and youth from all student groups are represented in all engagement opportunities across the District as an area for improvement.|3|3|3|3|3|4|4|3|4|4|3|2|2021-06-16||2021 48705810134262|Caliber: ChangeMakers Academy|3|The LEA seeks family feedback frequently and deeply around program shifts, budget, facilities, and strategy. We need to do more to obtain family feedback on family engagement itself.|The LEA is committed to partnership with families and increasing their engagement on campus. This commitment became imperative during distance learning. This year in addition to the over 750 computers we distributed and the nearly 100 hotspots, we had monthly material pick ups on campus for families to pick up special tools to assist their students at homes- from decodable books, to novels to math manipulatives. We also held sessions to support families on using these resources (particularly in K-2) and our teachers were in consistent communication and posted numerous videos as an extra support. We need to continue to deepen our collaboration and will utilize student-led conferences, collaborative problem solving structures, and regular, frequent programming.|We made great strides in this area during Distance Learning. We have implemented student-led conference protocols in Middle School to increase targeted communication and began implementing Restorative Practice Aligned Conferences in the lower school to increase 2 way communication. We have also increased the offerings we are giving families- including a bi-lingual family reading program and both academic and SEL focused family engagement events on Zoom. In the upper campus we have also piloted an SEL focused newsletter, the culture chronicles, to give families information about how to support our SEL and Mental Health Programs. Lastly we have increased our Restorative Justice Committee to include families and have created opportunities for family, as well as student, voice in our hiring process. Using Zoom we have also increased the amount and variety of ways families can give feedback. We have held Principal Coffee Talks as well as a number of town halls on a variety of topics to gather feedback. Zoom break out room allows us to break larger meetings into smaller ones and have sections of the meeting specifically in Spanish- which is the home language for a large number of our families. We have also held focused family gatherings for our significant sub populations- particularly our African American and Latino Families. In the coming years we will continue to build on the best practices pioneered this year and utilize Zoom as a meeting tool. We will also continue with targeted meetings based on the data we collect of whose feedback we are being successful and unsuccessful at eliciting.|4|4|4|3|3|3|3|4|4|4|3|4|2021-06-24||2021 49104960000000|Sonoma County Office of Education|3|The program actively works at increasing parent and family engagement. Staff is accessible and available to families and has an 'open door' policy to encourage parents to engage with school staff. Bilingual outreach is provided as a means to help build trusting relationships with school staff and increase engagement. Formal parent engagement events are scheduled at the school sites and include translation to facilitate open communication. An area of focus for improvement is enlisting parents to serve on advisory committees to allow for input on policies and programs as well as working together with school staff to design, implement and evaluate family engagement activities.|The program has made good progress in implementing programs for teachers/staff to meet with families and students to discuss progress and ways to work together to support improved student outcomes. Time is set aside for parent-teacher conferences twice per year to provide parents the opportunity to formally meet with staff to discuss their child's progress. In addition to the structured time that is set aside, staff make themselves available as a resource to families. The ability to connect with parents/families was strengthened during out intensified efforts at outreach during the pivot to distance learning. Focused areas for improvement include ongoing evaluation of methods of parent outreach to gauge impact and effectiveness and provision of professional learning to build staff capacity to partner with families.|Parent engagement is a priority as we encourage parents to partner with us in educating their children. Anecdotal observation indicates an increase in soliciting parent engagement via digital platforms during distance learning. The forced pivot to digital platforms opened up new ways of communicating with parents and increased our ability to engage with underrepresented families. It is hoped that this increased/expanded outreach will continue. Parents/guardians in the Community School program did participate in a YouthTruth survey in January 2021 about their perceptions of the school program in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. Compared to other participating schools, our highest rated themes were Relationships and Communication & Feedback and we scored higher than other schools in all areas. The following lists areas in which parent average rating was greater than 3.5 out of 5. Engagement - this summary measure describes the degree to which families are engaged in their school and empowered to influence decision making: 67% (compared with 53% for a typical YouthTruth school) Relationships - this summary measure describes the degree to which families experience positive relationships in their school based on respect, care and approachability: 87% (compared with 76% for a typical YouthTruth school) Culture - this summary measure describes the degree to which families believe their school fosters shared goals, respect, fairness, and diversity: 73% (compared with 66% for a typical YouthTruth school) Communication & Feedback - this summary measure describes the degree to which there are open and effective lines of communication between families and schools: 71% (compared with 63% for a typical YouthTruth school) Resources - this summary measure describes the degree to which families believe that their school deploys the necessary resources to support students: 69% (compared with 62% for a typical YouthTruth school) School Safety - this summary measure describes the degree to which families believe that their school is a safe place for students: 65% (compared with 52% for a typical YouthTruth school). An area of focus for improvement is to continue to support all staff in learning about each family's strengths, cultures, languages and goals for their children.|4|4|3|4|3|3|4|2|3|3|4|3|2021-06-24||2021 49705990000000|Alexander Valley Union Elementary|3|"The Alexander Valley School District continues to work towards progress in providing opportunities to have families, teachers, and the site principal work together to plan, design, implement and evaluate family engagement activities at school and district levels. This has been a structural challenge over the last 12 months as we have been slowly recovering from the pandemic. As vaccination rates increase in our community and public health makes adjustments in their recommendations, our school district will engage families with more ""on-site"" collaborative opportunities to connect information around common goals through shared plans."|The district has taken direct steps to create and fine-tune a Multi-Tiered System of Support (MTSS) this year. This support model is built on strategic grouping and provides learning opportunities both in a push-in and pull-out model. Tier II interventions are working effectively with continuous progress monitoring of underrepresented students/families. The district has made some progress in supporting families to understand and exercise their legal rights and advocate for their own students through ADR and through attendance requirements. The district continues to look for additional opportunities to work in partnership with families needing wrap-around service levels of support.|"Despite being in a pandemic that has limited parents on campus, teachers and staff have worked diligently to create two-way forms of communication with our parent community. This has been accomplished through our well-attended Zoom Conferences, on-site AVSPC parent club meetings, and through our weekly communication tool via the Tuesday Mail. One of the district objectives for the 2021-2022 school yera is to gain shareholder feedback when it comes to res-establishing our district goals and initiatives. We have received positive feedback from parents on our ""first look"" initiatives and look to these initiatives as guiding principles for the district over the next 5-6 years."|5|4|4|4|4|4|4|3|4|3|4|3|2021-10-11||2021 49706070000000|West Sonoma County Union High|3|The District supports principals and staff in engaging families. The District will work on gaining input on policies and programs.|The District has focused this year on building relationships with parents and creating welcoming environments. We have room to grow in fostering 2 way communication and will focus on that next year.|The District provides families with information and resources but needs to provide more professional development to teachers and staff and implement policies and support families to understand their rights to advocate for their students.|4|3|4|3|3|4|3|3|4|3|3|3|2021-06-23||2021 49706150000000|Bellevue Union|3|BUSD has done a lot of outreach to families, inviting them to participate in SSC meetings, ELAC meetings, DELAC meetings, the Learning Steering Committee, the District Strategic Planning Committee, Town Halls, and Parent Coffees. Interpreters are provided for all meetings and all school and district newsletters are translated. However, parent participation is not yet at a level of satisfaction. A root cause analysis of this area will help us to understand the obstacles to greater participation so that we may address those.|BUSD has functioning ELACs at all sites and a DELAC with representation from the sites. These meetings have focused on building parent capacity through the education of their rights. To support greater involvement DELAC parents indicated that Friday evening meetings would be better attended. For the 2021-22 school year, DELAC will change the meeting dates and times to match the parent's request. BUSD is also in the process of building a Learning Center at the Meadow View Elementary campus which will support parent learning through partnerships with the Santa Rosa Junior College's Adult Education Program.|BUSD values families as partners in the educational process. Parents are included in decision-making processes in SSC meetings, ELAC meetings, DELAC meetings, and also provide input at Strategic Planning meetings. Interpreters are provided for SSC meetings, ELAC meetings, Board meetings, etc. Each school has bilingual office staff to remove language barriers for our largest English Learner population, Spanish speakers. BUSD will explore professional development opportunities to support staff to learn about each family's strengths, cultures, language, and goals for their children (Principle 1 in English Learner Roadmap).|4|4|1|4|3|3|4|4|4|4|4|4|2021-06-30||2021 49706230000000|Bennett Valley Union Elementary|3|Throughout the pandemic, we have been surveying parents in English and Spanish and using their input to improve our practices. Additionally, zoom meetings were held by grade level. Spanish translation is done for all district correspondence even though we have fewer than 15% of the district speaking Spanish as a primary language. We hold zoom meeting in Spanish for Spanish speaking families, translate IEPs and parent-teacher conferences.|Until the Pandemic, we provided bilingual parenting classes that included a pizza dinner and childcare for children. We will resume this practice as desired by parents once safe. The Site Council has two elected members representing EL parents. The APT and BVEF boards are welcome to everyone and there are many opportunities to be involved. We hold meeting of EL parents to gain their input on aspects of school that affect their children and surveys are translated.|All parents were surveyed and invited to multiple special board meetings. The response rate and results are detailed in the Stakeholder Engagement section of the LCAP. For 2020-21, the Site Council/Parent Advisory Committee changed the survey to be reflective of the needs post pandemic. Parents: 400 respondents What should the district have in place (that your child would use/need) to support your child academically for the 2021-22 school year? Check all that apply Summer School During the school day--Intervention support--small group tutoring During the school day--Intervention support--individual tutoring Before school support--Lexia Boost, Zearn Boost, Homework help After school support--Lexia Boost, Zearn Boost, Homework help Please brainstorm more 2) What should the district have in place (that your child would use/need) to support your child socially/emotionally for the 2021-22 school year? Check all that apply Individual counseling Small group counseling Morning class meeting to build classroom community Morning class meeting to build mindfulness Yoga Social/Emotional Learning Program such as Tool Box and Ruler to help students accept and regulate emotions Mentorship program--students could be given a caring adult “mentor” (school employee) Play therapy program Lunch Bunch friendship group (students could meet with other students under the supervision of the counselor or counseling intern during lunch recess to play games, talk, share.) Noon League--Intramural lunch sports team (Strawberry) After school athletics (Strawberry basketball, volleyball) Clubs (chess, etc.) Student council/school leadership 3) Other idea Teachers and staff were asked these questions and one additional--What worked well during distance and/or hybrid learning that you would want us to integrate into next year? Students were asked: What do you hope your school has next year that you would use? (with a list of options and the opportunity to add ideas.) Our parents are involved in many aspects of decision making and collaborative program planning as part of our committees including--Alliance of Parents and Teachers (for educational enhancements in the classroom, also district wide programs in Science, technology, field trips and libraries), Bennett Valley Education Foundation (for the arts), School Site Council/LCAP Parent Advisory Committee, ELAC, Board of Trustees, and are invited to attend stakeholder meetings and complete surveys. Access to Interpretation and Translation Services: Although we have no primary language with 15% or more of the student population and we have about 30 different primary languages among our students, we have several Spanish/English translators and we are usually able to provide translators for other languages (including ASL) for parents upon request.|5|5|4|4|5|5|5|5|4|4|4|5|2021-06-09||2021 49706490000000|Cinnabar Elementary|3|Cinnabar annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs Cinnabar then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|Cinnabar engages stakeholders to meet the needs of all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students.|Cinnabar engages stakeholders to meet the needs of all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students.|4|4|4|4|4|4|4|4|4|4|3|4|2021-09-07||2021 49706496051635|Cinnabar Charter|3|The superintendent has reached out to individuals and asked for their participation in advisory groups as a way to solicit involvement and engage individuals in productive discussions and input into activities on school sites. The use of the Aeries Communication tool has become a consistent and useful messaging opportunity to forecast upcoming events to families alongside social media and website updates with notifications. To ensure that those families making up our unduplicated populations are included in these activities, a concerted effort will be made to notify early of upcoming meetings, utilizing Aeries communication systems, sending home of flyers, connecting with community leaders to assist in messaging and in some cases personal contact to encourage participation.|Cinnabar continues to work on a well-built and efficient Multi-Tiered System of Supports (MTSS) structure to support all stakeholders involved in student learning and outcomes. We meet regularly to evaluate the effectiveness of the system and its application toward the service of students. Parents are introduced to the system and its opportunities as they and their child are in the SST process. Each of these components allows Cinnabar staff to best serve the students and work to achieve an inclusive environment that supports learning and growing of the individual.|Cinnabar has continued its efforts to provide quality professional learning in the area of social emotional awareness and mental health are providing the staff the tools needed to recognize needs of families in relation to the overall education of their children. Putting into practices such techniques as active listening, has allowed for trust to build and productive communication to take place; these in turn help to provide a welcoming environment where, it is anticipated, a parent feels safe and in partnership with the school site. To support the development of these relationships, the district continues to build opportunities that deliver school information to the homes and receive parent input and communication. Utilizing our Aeries Communication system, allows us to broadcast notices of important events, reminders and basic communications about a change of schedule or emergency. Additionally, an effort to return phone messages and emails within 24-hours of receipt is expected at Cinnabar.|4|4|3|3|4|4|4|4|4|4|3|4|2021-09-07||2021 49706720000000|Dunham Elementary|3|Dunham School District actively seeks parent input into decision-making in multiple ways. Advisory groups include: School Site Councils, an LCAP survey and monthly Parent – Teacher Organization meetings. Translation services are provided as necessary. The District then uses all of the input collected to make changes in our programs. For example, we added “Buddy Families” for new families to Durham School District. These “buddies” provide support and friendship that help new families transition successfully into our school district and provides a familiar face in the school community. One area for improvement is to support and develop the capacity of staff to build stronger engagement for all advisory groups.|Over 99% of parents in Dunham School District reported that their child's teacher is friendly and welcoming (2021 Parent Survey). Over 97% reported that they were satisfied with the amount and quality of the communication from the school (Dunham is one-site district). Dunham School District communicates with parents through multiple modes including flyers, Friday folders, phone calls, emails, texts, and classroom/school communication apps, and multiple social media sources. Every Friday morning staff, students and parents walk the track together at the start of school. This often serves as an opportunity for parents and teacher to converse specifically about school as well as other non-school topics. Coffee with the principal is held multiple times during the school year which allows parents to ask questions and learn about available resources. Parent- teacher conferences are held annually with translation services. In many cases, these conferences are held more than once a year. Parent input is formally solicited and gathered through an LCAP survey, Parent – Teacher Organization meetings, parent surveys and student surveys. Looking ahead, we will focus on scheduling meetings at convenient times, and providing childcare, food, and translations services as well as looking for ways to ensure that communications modes with parents are in fact two-way.|Dunham School District's strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back to school nights, monthly family evening activities, weekly communication from teachers and a variety of in school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families.|5|5|4|5|4|4|4|4|4|4|4|4|2021-06-15||2021 49706720122440|Dunham Charter|3|Dunham Charter School actively seeks parent input into decision-making in multiple ways. Advisory groups include: School Site Councils, an LCAP survey and monthly Parent – Teacher Organization meetings. Translation services are provided as necessary. The Charter then uses all of the input collected to make changes in our programs. For example, we added “Buddy Families” for new families to Durham Charter School. These “buddies” provide support and friendship that help new families transition successfully into our school district and provides a familiar face in the school community. One area for improvement is to support and develop the capacity of staff to build stronger engagement for all advisory groups.|Over 99% of parents in Dunham Charter School reported that their child's teacher is friendly and welcoming (2021 Parent Survey). Over 97% reported that they were satisfied with the amount and quality of the communication from the school (Dunham is one-site district). Dunham Charter School communicates with parents through multiple modes including flyers, Friday folders, phone calls, emails, texts, and classroom/school communication apps, and multiple social media sources. Every Friday morning staff, students and parents walk the track together at the start of school. This often serves as an opportunity for parents and teacher to converse specifically about school as well as other non-school topics. Coffee with the principal is held multiple times during the school year which allows parents to ask questions and learn about available resources. Parent- teacher conferences are held annually with translation services. In many cases, these conferences are held more than once a year. Parent input is formally solicited and gathered through an LCAP survey, Parent – Teacher Organization meetings, parent surveys and student surveys. Looking ahead, we will focus on scheduling meetings at convenient times, and providing childcare, food, and translations services as well as looking for ways to ensure that communications modes with parents are in fact two-way.|Dunham Charter School's strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back to school nights, monthly family evening activities, weekly communication from teachers and a variety of in school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families.|5|5|4|5|4|4|4|4|4|4|4|4|2021-06-15||2021 49706800000000|Forestville Union Elementary|3|The District has an LCAP advisory committee, Safety Advisory Committee, Budget Advisory Committee, DELAC, and several surveys (in Spanish and English) are put out over the course of the year for feedback both by the district and participating in the YouthTruth Survey. The Forestville Educational Foundation is also a very committed and supportive parent organization for our school and district where parents/guardians can get involved and provide feedback.|The district provided several virtual meetings about expectations and supports during Distance Learning. Additionally, teachers and staff reached out to families individually and in small groups to support them in helping their students get online, provide digital/tech tools, and access curriculum. Teachers and staff also had formal Fall conferences as well as holding ongoing individual parent/guardian meetings to discuss students success and areas of concern. SST, IEP, and 504 meetings are regularly held with parent/guardian attending.|Forestville Union School District's current strengths are the ongoing work to communicate and engage all of our parents, including underrepresented families, by reaching out in English and Spanish. We hosted parent/guardian meetings as well as put out multiple surveys in both languages to share about Distance Learning and COVID-19 policies and protocols. Both sets of meetings were very well attended as well as survey completion. We also continue to use our website, social media, marquee, and all call system to keep parents informed and engaged. Our area of improvement is to continue to provide opportunities for parents/guardians to get involved on campus, participate in surveys and meetings for stakeholder feedback.|5|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 49706800112987|Forestville Academy|3|Administration, office staff, and teachers remind parents/guardians of upcoming meetings and how to get involved with advisory groups such as LCAP Committee, DELAC, Budget Advisory Committee, and the Forestville Education Foundation. All families are surveyed in their home language to provide input on programs, interest in programs/policies, as well as sharing their opinions on needs, interests and progress of their students and the school. The district offers family engagement activities school-wise throughout the school year, often in partnership with the Forestville Education Foundation.|Forestville began it's training and implementation of social emotional program--Leader in Me, in the 2020-21 school year with teachers, staff, and administrators discussing the need for a new, sustainable, and effective program. In the coming years, training for all staff will continue as well as training and support for parents so that our school community knows the program and can support in the school and at home. Teachers regularly send home materials for their students, updated their online teaching platform, as well as grades to help support the instructional program as well as keep parents/guardians updated on student progress. The district calendar provides scheduled teacher conference in the fall and the spring. Progress on benchmark assessments, standards, and behavior are discussed and reviewed at these conference. Bilingual and office supports reiterate how parents can exercise their rights and work to advocate for their students.|We are continuing to increase opportunities for parent participation at the school and classroom levels, this includes virtual town hall meetings, virtual Board meetings, surveys, use of our website, social media, marquee, and all call system to help keep parents and the community informed and updated. We continue to seek stakeholder input to. refine strategies and to sustain or increase current parent/guardian participation, attendance, and enrollment.|5|4|4|4|4|4|4|4|4|4|4|4|2021-06-17||2021 49706980000000|Fort Ross Elementary|3|STRENGHTS AND PROGRESS • All materials and events communicated in multiple formats AREA FOR IMPROVEMENT • Due to our small enrollment, the number of families available to join advisory groups is limited (e.g. only 1 family has an English language learner). Our first priority will be for families who represent underrepresented groups to be involved in these meetings.|STRENGHTS AND PROGRESS • Technology training for families FOCUS AREA FOR IMPROVEMENT • Partner with families to support social-emotional needs|STRENGTHS AND PROGRESS • Each family receives one-on-one support FOCUS AREA FOR IMPROVEMENT • Increase communication from home to school (especially regrading absences)|4|4|5|5|4|4|5|4|5|4|4|4|2021-06-22||2021 49707060000000|Geyserville Unified|3|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC, Small Community. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by parent clubs, surveys. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings. The district continues to fund a Bilingual Liaison position and we are considering increasing these services to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Participation at monthly OGEP (Oak Grove Education Partner) meetings has dramatically increased. This is a group that combines foundation activities in support of our arts and experiential learning programs with more typical community-building PTO functions. Overall, our district was able to implement all actions within the goal of family and community engagement. Last year, we restructured our parent survey to increase participation as one key way to gather input from a large percentage of families within our district; we will continue implementing this new format.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days. We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting LCAP Surveys 7-12 Parent/Student Schedule Meeting. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications.|We are developing the capacity of staff to build trusting and respectful relationships with families through Office Staff facilities, teachers, translators, bilingual flyers, posters, and communication. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All About Me pages. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, Parent Coffee, DELAC, 7-12 Parent/Student Schedule Meeting.|3|5|3|4|3|4|4|3|3|3|3|3|2021-06-16||2021 49707140000000|Gravenstein Union Elementary|3|GUSD will continue to engage with our county office of education and participate in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff will receive training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. GUSD provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (sign-language interpreters, etc.) for school meetings and meetings with teachers as well as providing information and school reports in a language accessible to parents. Special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. For families of students that qualify for Title I services, we will notify all families by letter in their home language as an invitation to a parent meeting to discuss and receive feedback about our parent engagement policy as well as sharing information on the services and supports that GUSD has in place and provide contact information for appropriate district staff. The parent and family engagement policy is agreed on by parents during our Title I Parent Meeting and district Site Council Meeting. Each year, the parent and family engagement policy is distributed to all parents and family members via the Student-Parent Handbook and on our district website, as well as citations in the annual Title I parent letter. This meeting will also explain the Common Core Standards, local and state assessments, progress reports/report card, and accessing and using our parent portal access for our student information system, Schoolwise. All district meetings, correspondence and forms will be translated (GUSD will also meet any other communication accommodation need for our families). The district employs an EL Support Teacher, a bilingual clerk and three bilingual teachers that will serve as contact points for any Spanish-speaking families, and we will utilize County resources for any other language services as needed. As we begin our first full year of a common program for all students, we have the opportunity to build systems and implement protocols that will allow us to engage our stakeholders in decision making processes. We will continue to recruit parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children to our ongoing School Site Council, advisory committees, and our LCAP planning team meetings, ensuring that information and school reports are provided in a format accessible to all.|GUSD promotes parent, family, and community engagement in the education of our students. We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff. As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events. When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours. We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families. Our Tier I approaches for parent and family engagement are strong; we need to improve our abilities and techniques for our students performing below grade level. GUSD continues to engage with our county office of education and participate in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.|GUSD continues to engage with our county office of education and participate in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events. When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, our EL Support Teacher helps families at our Meet-the-Teacher events and other meetings to use multiple computers, navigate and complete our online forms, and assist monolingual staff in communicating with families. For any student that is not making expected grade level progress, our Tier II systems are employed and we use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress. The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.|5|4|5|3|4|4|5|4|5|5|4|4|2021-06-15||2021 49707220000000|Guerneville Elementary|3|We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families.|We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations , Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Stakeholder Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|4|4|4|5|5|4|5|3|4|4|4|4|2021-05-10||2021 49707220139048|California Pacific Charter - Sonoma|3|Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meanful input on decision making, policeis and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, ASB meetings, WASC focus groups, and other methods of 2-way communication with the school. Focus Area In the 20-21 school year, CPCS launched an ELAC (English Learner Advisory Committee) to support English Learners and their parents. Although the school didn't have the number of English Learners enrolled to require the establishment of an ELAC, the school continued to offer translated parent advisory committee meetings to support this student population. In the 21-22 school year, CPCS would like to focus on the support and development of our English Learners and the full implementation of a parent advisory committee to improve the engagement of underrepresented families.|Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from stakeholder surveys, 81.3% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 95% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 98% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 96% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to unserstand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to school stakeholders. Focus Area CPCS plans to launch a Parent University program in the 21-22 school year. Parent University will be used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS also plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population in engaged in school and has every opportunity to be successful.|Strengths CPCS has successfully engaged in pupil and family outreach. In data collected from stakeholder surveys, 91.2% of parents agree that they engage in two way communication with the school. Of those parents who contributed that response, 91.2% responded noting that they use email, and 81.3% stated that they use phone, email, text or other messaging. Parents agree that the school communicates community resources that are available to their family via the school's website, email, phone/text, Parent Square messaging, and IEP meetings. 96.7% of parents responded that when working with their child's homeroom teacher, school staff, and administrations, they feel that their input is valued and respected. 97.8% of parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and in their child's education. 81.3% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 95% of students responded that they agree that their teacher is available to help them and support them with their school work. 100% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 98% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 96% of students stated that overall, they are satisfied with their school. Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language.|5|4|4|5|4|3|5|4|4|4|4|4|2021-08-10||2021 49707226051767|Guerneville Elementary (Charter)|3|We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families.|We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations , Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Stakeholder Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|4|4|4|5|5|4|5|3|4|4|4|4|2021-05-10||2021 49707300000000|Harmony Union Elementary|3|The use of remote teleconferencing during the pandemic greatly increased community access to board meetings and other planning meetings. Harmony is developing a hybrid model for future meetings to ensure that the increased participation by the community through remote means is not lost in the return to in person meetings. Harmony can encounter difficulty with seating stakeholders on various committees due to the school's small size and rural composition. Further, working families often lose access to such meetings due to work place demands. Harmony will use remote access to assist in remedying this deficiency.|Harmony staff participated in a year long professional development program focused on restorative meeting process in 2019-2020. From this work several changes in governance were made including a representative leadership team and greater transparency in all areas of governance in the school. The Leadership team is responsible for identifying and implementing new professional development programs for staff which improves stakeholder buy in and participation. A new Budget committee was created with stakeholders from staff and parents to analyze and provide recommendations on budget development. The Student Resource Team became a nexus of support activities for families and staff by identifying relationships that needed support and providing direct interventions to re-engage families and students and build greater communication between home and school.|Harmony is a small school serving 185 students in a rural region. Harmony has been effective at providing comprehensive support services for students and families throughout the pandemic and has used virtual forums and meetings to maintain connection throughout the pandemic. Harmony's Student Resource Team actively monitors student progress and status, both academic and emotional, including school engagement and family connection to the school, The SRT identifies resources to further build connections with parents and empower their engagement in their child's education and development.|4|4|4|3|3|3|4|4|3|3|3|2|2021-10-21||2021 49707306110639|Salmon Creek School - A Charter|3|The use of remote teleconferencing during the pandemic greatly increased community access to board meetings and other planning meetings. Harmony is developing a hybrid model for future meetings to ensure that the increased participation by the community through remote means is not lost in the return to in person meetings. Harmony can encounter difficulty with seating stakeholders on various committees due to the school's small size and rural composition. Further, working families often lose access to such meetings due to work place demands. Harmony will use remote access to assist in remedying this deficiency.|Harmony staff participated in a year long professional development program focused on restorative meeting process in 2019-2020. From this work several changes in governance were made including a representative leadership team and greater transparency in all areas of governance in the school. The Leadership team is responsible for identifying and implementing new professional development programs for staff which improves stakeholder buy in and participation. A new Budget committee was created with stakeholders from staff and parents to analyze and provide recommendations on budget development. The Student Resource Team became a nexus of support activities for families and staff by identifying relationships that needed support and providing direct interventions to re-engage families and students and build greater communication between home and school.|Harmony is a small school serving 185 students in a rural region. Harmony has been effective at providing comprehensive support services for students and families throughout the pandemic and has used virtual forums and meetings to maintain connection throughout the pandemic. Harmony's Student Resource Team actively monitors student progress and status, both academic and emotional, including school engagement and family connection to the school, The SRT identifies resources to further build connections with parents and empower their engagement in their child's education and development.|4|4|4|3|3|3|4|4|3|3|3|2|2021-10-21||2021 49707630000000|Horicon Elementary|3|In the prior three years before COVID, the LEA had a successful platform for both Site Council, as well as the multiple opportunities for parents to participate in daily volunteering, programs such as Soul Shoppe, and events throughout the year which were inviting and an open opportunity to participate in the school regularly. During COVID, many of those opportunities were lost, and are now beginning to restart in full.|Due to our rural area as well as the very high unduplicated population, there is a distinct lack of ability to support families in their home with progress for struggling students. Prior to COVID, we had a robust tutoring|The LEA uses the OneCallNow system for weekly updates to families in both English and Spanish as well as teachers using it for regular updates by class. Additionally, each teacher sends daily messages and updates via ClassDojo, our regular informational direct messaging platform the school uses. We also communicate all school-related information on our district website as well as our Facebook page. This is also where all board agendas are shared. Lastly, we have monthly communication that is sent out to families via mail directly to parents, as well as a monthly newsletter (the Buzz) that highlights achievements for each class as well as upcoming events for the school.|5|4|4|5|4|2|5|4|5|4|4|3|2021-10-11||2021 49707890000000|Kenwood |3|Kenwood School has always worked hard to engage families in decision making. Families are given a written format through annual surveys to express concerns and provide input on policies and programs. The Kenwood Education Foundation helps raise awareness and funding to fully support multiple enrichment programs. The district recognizes that we need to make more progress in evaluating family engagement activities due to the pandemic. With the help of the Kenwood School Association and annual surveys we will be able to reach out to our families and collaborate ways to plan, design and implement activities at the school and district level.|The district has taken direct steps to create and fine tune a multi tiered system of support that will support all learners. This system of support looks at 3 tiers and options to develop targeted interventions for struggling students. Systems of support begin with strong and effective classroom teaching but is supported with multiple school intervention specialists include our Resource Specialist, two reading teachers and a math specialist. The district recognizes its need to support families in understanding their legal rights and advocate in their own students through ADR and other attendance requirements. The district will discuss other ways to partner with these families and find ways to support and educate families in their rights as parents.|Despite working through a world wide pandemic, Kenwood School District has worked hard to keep the strong community feel that has made our school so successful in the past. We have conducted on-line community events such as Back to School Night and Back to School Night for English Learners. Plans have been developed for more community events. Then Kenwood Parent Club will work towards creating a meaningful discussion and look for ways to include our underrepresented families through newsletters and monthly community meetings. We realize the importance of building this communication and will collaborate with these families to find ways to support and communicate with all families, especially the underrepresented families.|4|4|4|4|4|4|5|3|4|3|4|3|2021-09-09||2021 49707970000000|Liberty Elementary|3|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including: the Board, parents, and staff.|The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.|The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-15||2021 49707970107284|California Virtual Academy @ Sonoma|3|"Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation and Social & Emotional Learning. Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: • Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. • For students, more opportunities to interact in CC sessions • Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. • We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. • The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Two-way communication between parents/families and school, include: • ParentSquare • K12 Learning Coach App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student’s Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participate in future survey. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, stakeholders are asked to provide input on procedures, programs, and policies. An area that will positively impact the school’s culture is Social and Emotional Learning (SEL). In SY 20-21, CAVA will implement a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact upon the school’s culture, all stakeholders are involved in the SEL mission."|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-09||2021 49707970140228|Liberty Independent Study|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.|The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.|The LEA continues to focus attention on increasing student achievement for all students; including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-15||2021 49707976051833|Liberty Elementary|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.|The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.|The LEA continues to focus attention on increasing student achievement for all students; including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-15||2021 49708050000000|Mark West Union Elementary|3|This has been a forte of the district. At the district level, a cross section of parents are represented in helping make district level decisions, such as advising on the development of the Strategic Plan, LCAP, and EL Master Plan. Parents and community members' voices have been sought through site and district level committees, parent groups, and community meetings. Specific groups have been DELAC Spanish-speaking parent group, PTA, Wellness Committee, Educational Foundation, and Strategic Plan committee. Site level staff also reach out personally to members of underrepresented groups to ensure representation in decision-making and input.|The district has engaged staff in various professional development opportunities that address both teacher instructional methodology and how to the instructional materials can be utilized by families to support student learning. Also, the district has provided several parent education/information workshops geared towards maintaining parents informed of student progress and how they can support learning and student wellbeing at home. All of our parent meetings, whether district-level or school-level, are provided in English and Spanish, the two main languages spoken by our students. Technological devices have helped to keep other non-Spanish and non-English speaking families informed as well.|The district has fully immersed itself in building mutually trusting relationships with all of the parents and community members. Notwithstanding, the district continues to refine this skill among teachers, administrators, and staff in order to generalize into a longstanding sustained practice of inclusion and voice with diverse sectors represented in the district. The district continues to build staff members' deep understanding of the various cultures, customs, and languages represented among our students and communities.|4|4|3|4|4|4|5|3|5|5|5|5|2021-05-18||2021 49708130000000|Monte Rio Union Elementary|3|Opportunities are currently fully available for families, teachers and principal to work together to build partnerships. However, the current model is not working as well as we would like. Engaging stakeholders to help understand the difficulties in gaining more parentent engagement is a District priority. Determining other ways to create opportunities for families to support the school and student learning is quite a challenge. Monte Rio School's families are dynamic, hard working people that love their school but are struggling to find extra time in their lives to volunteer. We want to discuss this issue with the Parent Group to find out their challenges and develop a plan that will work better.|Monte Rio School has done a great job including the community in multiple aspects of District decision making. In addition to our monthly Board Meetings, our school Board President sends a monthly newsletter to our community, explaining decisions that have been made and opportunities for individuals to participate in future conversations. The Superintendent/Principal makes a point to reach out to each family, discuss concerns and answer questions. Staff members are not only a part of the community but they make extra efforts to bring parents and guardians into the classroom and volunteer in our school. When SOVID safety protocols allow, our LEA will be reaching out to the community for more family volunteers. We would like to see more parents on campus, volunteering on a daily basis and taking an active roll in Site Decisions. Parent Club meetings, Teacher requests and Principal correspondents have not created the volunteerism we would like to see. It is difficult to determine if underrepresented families participate less than other families due to the low numbers in each group. However, all families are looked at equally and Monte Rio School continues to reach out to everyone in the community to become active participants in the growth and development of our students.|Monte Rio School makes concerted efforts to meet with and educate our families in order to better support student academics and social emotional learning. Our middle school aged children and their families have access to an online portal to have direct communication with their teacher regarding homework or class projects. However, both the teachers and school are working hard to bring more family support into the school. The staff will meet to discuss these ongoing issues and work on ways to bring families into the conversation and gather more information on how best to partner with families; especially with the limitations present with COVID 19 safety protocols. The principal will discuss this issue with both the Parent Group as well as the Staff to design a plan for school/family partnership. Once we can bring families back on campus, we hope to increase parent volunteerism by 10%.|4|4|4|4|3|4|4|4|3|3|4|5|2021-10-15||2021 49708390000000|Oak Grove Union Elementary|3|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings. The district continues to fund a Bilingual Liaison position and we are considering increasing these services to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Participation at monthly OGEP (Oak Grove Education Partner) meetings has dramatically increased. This is a group that combines foundation activities in support of our arts and experiential learning programs with more typical community-building PTO functions. Overall, our district was able to implement all actions within the goal of family and community engagement. Last year, we restructured our parent survey to increase participation as one key way to gather input from a large percentage of families within our district; we will continue implementing this new format.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Welcoming Schools and Positive Images. We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and Cyber Safety Sheriff Dept|We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, and Showcase Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All About Me pages, MTSS, and Welcoming Schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-12||2021 49708390138065|Pivot Charter School - North Bay|3|Pivot Charter School staff build strong relationships with families and communication at Pivot Charter School is unique (i.e. unlike other, more traditional school settings). Families and students often go directly to their designated Educational Coordinator (credentialed teacher) when they have concerns, questions, suggestions, etc. They also have access to their Site Administrators when they wish to engage in school decision-making. Families also can request to meet with the Executive Director and are encouraged to attend Pivot board meetings. Parent and student surveys are employed every Spring and shared with families directly from the school and additionally from each student’s Educational Coordinator. Pivot utilizes ParentSquare to build the school community throughout the school year. Improving engagement of underrepresented families starts with building relationships but taking it further will take a focused effort. The first step of that is identifying the underrepresented families and targeting them for engagement and feedback. The school closures due to COVID resulted in more communication and engagement happening in a virtual environment, through emails and phone calls instead of in person. This has made it more challenging to improve the different types of opportunities for community engagement. We hope that as schools continue to fully reopen, we can increase the opportunities for families to collaborate with school staff.|Pivot Charter School educators utilize a multitude of methods to engage families and students with discussing student progress and ways to work together to support improved student outcomes. In addition to discussing the results of initial assessments regarding the academic gaps of student knowledge, educators utilize Pivot’s MTSS infrastructure to bring everyone together. Supplemental curricula (e.g. i-Ready, Exact Path, and Lexia) is provided to students and families to use not only at school, but at home. Additional resources and tools to support students in using the online curricula are continuing to be researched and supplied to families. Pivot administrators attend training and professional development regarding building these partnerships. They then work with their on-site staff and bring with them what they have learned. Specific examples include trauma-informed care training and other professional development. Pivot employs many staff members with knowledge of specific rights and policies for those underrepresented families, like Pivot’s liaison for foster and homeless children and youths who can use that expertise to focus on ways to improve the engagement of underrepresented families when building partnerships for student outcomes. Additionally, Pivot Charter School is working with a Diversity, Equity, and Inclusion (DEI) consultant to identify areas for Pivot to improve and grow in this area.|Pivot Charter School prides itself on its consistent and thorough communication with students and their families. Each student has an Educational Coordinator (credentialed teacher of record) dedicated to supporting not only their students, but their parents as well. The goal of all Pivot staff is to build relationships with families so that we can work together to best support students. Pivot Charter School is continuing to find ways to provide and improve two-way communication between families and educators when the educator does not speak the native language of the student and/or their family. While Pivot does employ Spanish-seeking educators to work directly with EL students and their families, it is a goal to hire more. Pivot also utilizes professional translation services for documents and important meetings when a staff member is not available to speak in a family’s native language. There is also an increased campaign to translate more Pivot documents into languages other than English. Additionally, Pivot Charter School is working with a Diversity, Equity, and Inclusion (DEI) consultant to identify areas for Pivot to improve and grow in this area. It is a robust process of conducting a culture survey, development of long term goals as they relate to DEI, and a plan to implement professional development changes to ensure that we are engaging all populations at Pivot and supporting all students in a manner that makes them feel comfortable and in which they can be academically successful.|5|4|4|4|3|4|5|4|3|2|3|2|2021-06-04||2021 49708396051890|Oak Grove Elementary/Willowside Middle|3|We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings. The district continues to fund a Bilingual Liaison position and we are considering increasing these services to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Participation at monthly OGEP (Oak Grove Education Partner) meetings has dramatically increased. This is a group that combines foundation activities in support of our arts and experiential learning programs with more typical community-building PTO functions. Overall, our district was able to implement all actions within the goal of family and community engagement. Last year, we restructured our parent survey to increase participation as one key way to gather input from a large percentage of families within our district; we will continue implementing this new format.|We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Welcoming Schools and Positive Images. We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and Cyber Safety Sheriff Dept.|We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, and Showcase Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All About Me pages, MTSS, and Welcoming Schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-12||2021 49708470000000|Old Adobe Union|3|OAUSD has been able to consistently provide parent meetings at our site where we actively listen and gather parent input on how the school is meeting families' needs and what more can be done to enrich the learning experience of our students. These opportunities to provide input take a variety of forms, including parent coffees, monthly Parent Teacher Organization meetings, ELAC meetings, LCAP committee meetings, and Master Plan facilities meetings, In all of these parent meetings input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Increased contact points for families have occurred in a variety of ways, not always in formal settings. Accessibility to the principal each morning as parents arrive has helped build relationships and build comfort for families to ask questions and give input. Since not all stakeholders are available for meetings at the scheduled times, sharing documents that review topics covered at formal meetings provides additional opportunities to keep families informed. Utilizing electronic surveys in both English and Spanish regarding topics covered provide alternative ways to contribute and participate. While we have done fairly well with holding these meetings regularly throughout the school year, we could improve by calendaring all of these meetings and providing an annual calendar of parent meetings. In addition, being able to meet with leadership from stakeholder groups (PTA, LCAP, and ELAC) early to build agendas for the year will greatly help provide more meaningful meetings that cover topics based on stakeholder input. Another area for improvement is to increase the percentage of families who respond to our parent surveys. In addition, utilizing Parent/Teacher conferences as an important way to inform parents about meetings can help improve engagement and attendance at stakeholder meetings, and to help complete surveys while at site, with technology provided.|Building partnerships with all our stakeholders is an integral part of the supports we give students. OAUSD;s efforts continue to help broaden and deepen our partnerships. Back to School Night starts the school year with opportunities for families to volunteer, join PTA, and better understand their role in helping their child succeed. Information is shared about how to communicate with the office, teacher, and the principal. At the Back to School Night events, the need for ongoing communication is always beneficial to the home/school connection. Teachers and other staff members consistently work with parents as equal partners, continuously building ties between parents and the school. Parents will be encouraged to participate in school activities through memos, weekly letters, surveys, email, phone and flyers. Information is provided in a language and format parents can understand. Miwok Valley will offer a flexible number of meetings to encourage parent participation. La Tercera will continue the engagement of underrepresented families by continuing to offer Zoom meeting links to families who are unable to attend engagement meetings on school campus. Our focus area will be in creating multiple ways to be informed and build partnerships. Our community is always working hard and scheduling can be challenging. A meeting time that works for one family may not work for another. To meet this need, we look to develop additional online resources for families as well as varied times for our meetings, to provide some flexibility and options for our community. At Parent Conferences teachers will inform parents about not only curriculum content, achievement standards, assessment results and monitoring student progress but share information about ways to participate (volunteer, PTA) and be informed (Principal Chats, monthly meetings). Parents will be provided with materials and information needed to help improve and increase engagement and student success.|La Tercera's strengths in building relationships with families takes place effectively in many ways. Parents are welcomed each day by the principal and are encouraged to walk with their children to the classroom. Teachers often have their classroom doors open early to connect with parents and give students additional transition time to prepare for the school day. During During the 2019-2020 school year, monthly Coffee Chats with the Principal were held, as well as monthly PTA meetings.In addition, DELAC Meetings were held (October 17, 2019 and February 18, 2020). Certificated staff, classified staff, and parents/guardians attended the meetings which fostered continued building of ongoing relationships based in respect and equity. Multiple opportunities for staff and parents/guardians ensured that stakeholders engaged in two-way communication that was both frequent and consistent. We continue to provide translation services for families at all meetings. A focus area for improvement is to increase overall attendance at all stakeholder engagement meetings and outreach events. Planning for meaningful and relevant topics with outside presenters can increase interest and participation. In addition, continuing to provide Zoom access to all meetings will give our parents the ability to attend 2021-22 Local Performance Indicator Self-Reflection for Old Adobe Union School District Page 8 of 14 and participate, even if they are not able to attend the meeting in person. La Tercera will improve the engagement of underrepresented families by providing additional community events for parents/guardians and students and providing more accessibility to interpretation during school hours.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-10||2021 49708470119750|River Montessori Elementary Charter|3|Current strengths and progress in seeking input for decision making includes frequent feedback loops including formal and informal individual, level, and group meetings, forums, professional development, parent education events, community-wide conversation events, surveys, and meetings in both English and Spanish. Classroom and school-wide written communication is available in any preferred language, other individual languages with families as preferred for family comfort, welcome, and understanding. Focus areas include soliciting student, family, faculty, and staff perspective, experience, and needs, and responding accordingly and promptly to ensure the engagement of all families and certainly those who are typically underrepresented. Families are invited to engage, participate, and lead in board meetings, committee meetings, parent university events, coffees with the principal, and community conversation meetings to ensure input on policies and programs. Family-named, Hispanic Family Gatherings, occur regularly and as necessary to ensure that there is representation of perspective and needs for our Latinx community of students and families. Spanish-speaking staff are available to ensure mutual understanding. Faculty, staff, and leadership frequently undergo professional development in the areas of diversity, equity, and inclusion in order to continue awareness, mindfulness, and action to support all students and families, especially historically marginalized and underrepresented students, families, faculty, and staff at RMCS.|Current strengths and progress in building partnerships for student outcomes includes understanding each participants frequent feedback loops including formal and informal individual, level, and group meetings, forums, professional development, parent education events, community-wide conversation events, surveys, and meetings in both English and Spanish. Classroom and school-wide written communication is available in any preferred language, specific families are supported as necessary with other languages (emails in French or Chinese, for example.) Focus areas include soliciting student and family, perspective, experience, and needs, and responding accordingly and promptly to ensure the engagement of all students and families and certainly those who have been underrepresented. Teachers and principals are undergoing various professional development in the areas of communication, disabilities, trauma, diversity, equity, and inclusion in order to continue awareness, mindfulness, and action to support all students and families, especially historically marginalized and underrepresented students and families to ensure that students have what they need for whole development, personal and academic success. Partnership Meetings (formal student conferences) occur formally twice a year for students, families, and teachers to review progress, accomplishments, and goals to determine collective supports for student outcomes. During any other time of year, any stakeholder may call a partnership meeting to better support student success.|Current strengths and progress in building relationships includes frequent feedback loops including formal and informal individual, level, and group meetings, forums, professional development, parent education events, community-wide conversation events, surveys, and meetings in both English and Spanish. Cllasroom and school-wide written communication is available in any preferred language. Focus areas include soliciting student, family, faculty, and staff perspective, experience, and needs, and responding accordingly and promptly to ensure the engagement of all families and certainly those who are typically underrepresented. Faculty and staff are undergoing professional development in the areas of diversity, equity, and inclusion in order to continue awareness, mindfulness, and action to support all students and families, especially historically marginalized and underrepresented students, families, faculty, and staff at RMCS.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23||2021 49708700000000|Piner-Olivet Union Elementary|3|Professional learning in 2021-22 is focused on engagement and equity, specifically to improve our practice of engaging students and families of diverse backgrounds. School sites have structured opportunities that allow for family engagement of underrepresented families ELAC, DELAC, Back to School Night, Parent Conferences, etc.).|School site's websites were redesigned to allow families to instantly translate them, making them truly accessible to all. Newly adopted communication software allows school sites to engage with families in their home language. Bilingual Community Outreach personnel are utilized to engage Spanish speaking families,|The district launched a new tool that allows communication with families based on their home language. In addition, a district-wide professional development program was commenced 2201-22 around equity and engaging students of diverse backgrounds.|3|3|3|3|3|3|4|3|3|3|3|3|2021-10-13||2021 49708880000000|Kashia Elementary|3|The small, close-knit school community allows Kashia families ample opportunities to provide input on policies and programs and to regularly engage in school activities.|Kashia serves a small student population (current enrollment is 9 students), and administration and staff have daily contact with families. Parents/guardians are kept informed of policy decisions that impact the tribe and the school community. Currently, efforts are being made to bring internet access to homes on the reservation so that students will have expanded learning opportunities in the home.|Kashia serves a very small number of students (current enrollment is 9 students) from the Kashia Band of Pomo Indians. It is a very close-knit community and the school administration and staff work closely with families to support student learning. Particular emphasis is placed on providing a learning environment that integrates Kashia culture and language with academic skills.|4|4|4|4|2|3|3|4|4|4|4|4|2021-11-10||2021 49708960000000|Rincon Valley Union Elementary|3|For the 2020-21 school year of pandemic learning, the Rincon Valley Union School District sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school and district decision- making. An additional specific action was taken to create the LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students. This stakeholder input has informed our new three year LCAP along with determining how best to use to resources provided to us by the state. How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups.|The Rincon Valley Union School District provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The district and schools will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC.|For the 2020-21 school year, the Rincon Valley Union School District students and teachers taught and learned in a virtual format, a hybrid format and a full in person learning format. We sought to put into place the infrastructure at each school to ensure parents are involved in learning about student outcomes. As the majority of learning happened home through a computer screen, parents were forced to be involved. Educators saw into the lives and homes of their students as they never had before. Creating a welcoming environment during this time period was nearly impossible but educators worked diligently to make and maintain connections with the parents of their students. Parent volunteers were also shut out from our schools physically. Our Bilingual Family Liaison employees assisted with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporated and used the Remind App and Thrillshare to send out communications. Next year, we will be using the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board meetings. We are considering revamping the purpose of Back to School Night creating the night as an opportunity to connect and learn about each other.|4|3|3|2|4|4|4|4|3|3|3|3|2021-06-22||2021 49708960102525|Rincon Valley Charter|3|For the 2020-21 school year of pandemic learning, the school sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school and district decision-making. An additional specific action was taken to create the district LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students. This stakeholder input has informed our new three year LCAP along with determining how best to use to resources provided to us by the state. How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups.|The School provides many opportunities for families to feel welcome and a part of the school community. The School has a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. The school also conducts parent teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The school will discuss ways to increase how to learn about the different cultures and languages in the school and district-wide community.|For the 2020-21 school year, the students and teachers taught and learned in a virtual format, a hybrid format and a full in person learning format. We sought to put into place the infrastructure to ensure parents were involved in learning about student outcomes. As the majority of learning happened home through a computer screen, parents were forced to be involved. Educators saw into the lives and homes of their students as they never had before. Creating a welcoming environment during this time period was nearly impossible, but educators worked diligently to make and maintain connections with the parents of their students. Parent volunteers were also shut out from our school physically. Our District Translator assisted with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporated and used the Remind App and Thrillshare to send out communications. Next year, we will be using the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board and parent community meetings. We are considering revamping the purpose of Back to School Night, creating the night as an opportunity to connect and learn about each other.|4|3|3|2|4|4|4|4|3|3|3|3|2021-06-22||2021 49708966052039|Spring Creek Matanzas Charter|3|For the 2020-21 school year of pandemic learning, the School sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school and district decision-making. An additional specific action was taken to create the district LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students. This stakeholder input has informed our new three year LCAP along with determining how best to use to resources provided to us by the state. How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups.|Manzanita (formerly Spring Creek/Matanzas) provides many opportunities for families to feel welcome and a part of the school community. The School has a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. The School also conducts parent teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The School will discuss ways to increase how to learn about the different cultures and languages in the school and district-wide community. This could be done in a variety of ways. As a school we will discuss this with English Learner Advisory Committee and the bring it to the District English Learner Advisory Committee.|For the 2020-21 school year, the Manzanita (formerly Spring Creek/Matanzas) students and teachers taught and learned in a virtual format, a hybrid format and a full in person learning format. We sought to put into place the infrastructure to ensure parents were involved in learning about student outcomes. As the majority of learning happened home through a computer screen, parents were forced to be involved. Educators saw into the lives and homes of their students as they never had before. Creating a welcoming environment during this time period was nearly impossible, but educators worked diligently to make and maintain connections with the parents of their students. Parent volunteers were also shut out from our school physically. Our Bilingual Family Liaison employee assisted with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporated and used the Remind App and Thrillshare to send out communications. Next year, we will be using the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board and parent community meetings. We are considering revamping the purpose of Back to School Night, creating the night as an opportunity to connect and learn about each other.|4|3|3|2|4|4|4|4|3|3|3|3|2021-06-22||2021 49708966052047|Whited Elementary Charter|3|For the 2020-21 school year of pandemic learning, the school sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school and district decision-making. An additional specific action was taken to create the district LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students. This stakeholder input has informed our new three year LCAP along with determining how best to use to resources provided to us by the state. How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups.|Whited provides many opportunities for families to feel welcome and a part of the school community. Whited has a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. The school also conducts parent teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The school will discuss ways to increase how to learn about the different cultures and languages in the school and district-wide community. This could be done in a variety of ways as a site we will discuss this with English Learner Advisory Committee and the bring it to the District English Learner Advisory Committee.|For the 2020-21 school year, the Whited students and teachers taught and learned in a virtual format, a hybrid format and a full in person learning format. We sought to put into place the infrastructure to ensure parents were involved in learning about student outcomes. As the majority of learning happened home through a computer screen, parents were forced to be involved. Educators saw into the lives and homes of their students as they never had before. Creating a welcoming environment during this time period was nearly impossible, but educators worked diligently to make and maintain connections with the parents of their students. Parent volunteers were also shut out from our school physically. Our Bilingual Family Liaison employee assisted with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporated and used the Remind App and Thrillshare to send out communications. Next year, we will be using the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board and parent community meetings. We are considering revamping the purpose of Back to School Night, creating the night as an opportunity to connect and learn about each other.|4|3|3|2|4|4|4|4|3|3|3|3|2021-06-22||2021 49708966052070|Village Elementary Charter|3|For the 2020-21 school year of pandemic learning, the school sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school and district decision-making. An additional specific action was taken to create the district LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students. This stakeholder input has informed our new three year LCAP along with determining how best to use to resources provided to us by the state. How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups.|Village provides many opportunities for families to feel welcome and a part of the school community. Village has a parent organization that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. The school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The school will discuss ways to increase how to learn about the different cultures and languages in the school and district-wide community. This could be done in a variety of ways. As a site we will discuss this with English Learner Advisory Committee and the bring it to the District English Learner Advisory Committee.|For the 2020-21 school year, the Village students and teachers taught and learned in a virtual format, a hybrid format and a full in person learning format. The School sought to put into place the infrastructure to ensure parents were involved in learning about student outcomes. As the majority of learning happened home through a computer screen, parents were forced to be involved. Educators saw into the lives and homes of their students as they never had before. Creating a welcoming environment during this time period was nearly impossible, but educators worked diligently to make and maintain connections with the parents of their students. Parent volunteers were also shut out from our school physically. Our Bilingual Family Liaison employee assisted with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporated and used the Remind App and Thrillshare to send out communications. Next year, we will be using the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board and parent community meetings. We are considering revamping the purpose of Back to School Night, creating the night as an opportunity to connect and learn about each other.|4|3|3|2|4|4|4|4|3|3|3|3|2021-06-22||2021 49708966085229|Binkley Elementary Charter|3|For the 2020-21 school year of pandemic learning, the school sought viewpoints constantly to ensure parents have ongoing opportunities to provide their input into school and district decision-making. An additional specific action was taken to create the district LCAP steering committee, a group of parents and teachers whose sole task is to gather input from a variety of stakeholders in the development of post-pandemic academic and wellness goals for our students. This stakeholder input has informed our new three year LCAP along with determining how best to use to resources provided to us by the state. How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our marginalized groups.|Binkley provides many opportunities for families to feel welcome and a part of the school community. Binkley has a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. The school also conducts parent teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The school will discuss ways to increase how to learn about the different cultures and languages in the school and district-wide community. This could be done in a variety of ways as a site we will discuss this with English Learner Advisory Committee and the bring it to the District English Learner Advisory Committee.|For the 2020-21 school year, the Binkley students and teachers taught and learned in a virtual format, a hybrid format and a full in person learning format. We sought to put into place the infrastructure to ensure parents were involved in learning about student outcomes. As the majority of learning happened home through a computer screen, parents were forced to be involved. Educators saw into the lives and homes of their students as they never had before. Creating a welcoming environment during this time period was nearly impossible, but educators worked diligently to make and maintain connections with the parents of their students. Parent volunteers were also shut out from our school physically. Our Bilingual Family Liaison employee assisted with communication with our English Language Learner families to ensure access and participation for parent meetings. We incorporated and used the Remind App and Thrillshare to send out communications. Next year, we will be using the Parent Square App to improve communications to our families in all areas. And we will continue to provide Spanish translation for our board and parent community meetings. We are considering revamping the purpose of Back to School Night, creating the night as an opportunity to connect and learn about each other.|4|3|3|2|4|4|4|4|3|3|3|3|2021-06-22||2021 49709040000000|Roseland|3|Roseland School District provides opportunities for parents and families to participate in advisory groups and be a part of the district and school decision-making process. This occurs through School Site Council, District English Learner Advisory Council, and Parent Advisory Council, among others. Additionally, parents provide regular input in the decision making process through surveys and attendance at parent club meetings. An important next step for the district is to provide more support to the school sites in running effective advisory groups that meet necessary requirements, while at the same time engaging parents and promoting regular attendance.|Roseland School District’s strengths in building partnerships for student outcomes include teachers working closely with parents as well as providing parents/guardians with the information and resources necessary to support learning in the home. Next steps for the district include continuing to build the leadership capacity amongst parents/guardians so they are equipped with the tools necessary to advocate for their children and meaningfully contribute to the school/district improvement process.|Roseland School District’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments. Next steps for the district are to provide further professional development for staff in order to help honor and strengthen students/families’ cultural identify and to ensure staff members have the tools necessary to support our parents and families. Additional focus areas include improving translation/interpretation services by providing professional development to support staff utilized for translation and working to increase the amount of bilingual staff.|4|4|3|4|3|4|3|3|2|3|3|3|2021-06-23||2021 49709040101923|Roseland Charter|3|Roseland Charter provides multiple opportunities for parents and families to participate in advisory groups and be a part of the district and school decision-making process. This occurs through School Site Council, English Learner Advisory Council, and Parent Advisory Council, among others. Additionally, we have a high volume of participation in our annual parent LCAP surveys. A next step for the district is to provide more support to the school sites in running effective advisory groups that meet all necessary requirements, while at the same time engaging parents and promoting regular attendance. Highlights from a recent survey include: 82% of parents feel that teachers and/or staff at school treat parents as equal partners in education children and 81% of parents feel their input is valued by most of their child's teachers.|Roseland Charter provides a safe and welcoming environment for our families and students. Multiple opportunities are available for two-way communication between parents and staff, including parent conferences, parent club meetings and schoolwide events. The district recently added a second round of parent conferences in order to increase home-school communication, and parent participation rates have been extremely high (95%+), including parents of underrepresented students. All home-school communication is fully translated into Spanish. A next step for the district is to provide specific support/professional development for staff on strengthening home-school communication, building home-school partnerships, and increasing cross-cultural understanding and awareness.|Roseland Charter’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments. Additionally, school staff regularly support and encourage parents to advocate for and participate in their child’s education. A focus area for the district is to provide further professional development for our staff in order to ensure they have the tools necessary to support our parents and families, particularly those from underrepresented backgrounds. Highlights of a recent survey include: 82% of families believe teachers and/or staff at this school work hard to build trusting relationships with families; 86% of families feel respected by most or all of my child's teacher(s); 86% of families feel the principal(s) make(s) a conscious effort to make parents and community members feel welcome at this school.|3|3|2|4|3|4|3|4|2|2|3|2|2021-06-22||2021 49709380000000|Sebastopol Union Elementary|3|Teachers, principals and office staff regularly remind parents of upcoming meetings and how to engage with advisory and support groups, such as DELAC/ELAC, Site Council, parent education and the Sebastopol Education Foundation. All families are frequently surveyed, in their home language, to provide input on policies, program design and well as sharing their opinion. This includes those from underrepresented groups. The district regularly offers family engagement activities school-wide throughout the school year.|Character Education and ACES/Resiliency training will be provided to teachers and principals to further improve the school's capacity to support families. Teachers regularly send home materials for students work on at home that support the instructional program. The district school calendar provides for scheduled parent conferences in the fall. These meetings include review of benchmark assessment data. Bilingual and office supports reiterate how parents can exercise their rights and the channels to advocate for their students.|Parent Involvement: -Increased opportunities for parent participation are planned at the school and classroom levels, inviting participation along with bilingual supports. Offer Parent Cafes and parent education opportunities. The school website and e-blasts via Parent Square have current information on school and classroom activities/ LCAP includes Website cost and upkeep, office time, and ParentSquare and AERIES subscriptions, as well as bilingual supports. We will continue to provide Stakeholder input to refine strategies and to sustain or increase current enrollment through the promotion of a positive school climate. We will continue marketing efforts and strategies for implementing marketing products and activities.|5|5|5|5|5|5|5|5|4|4|4|4|2021-10-14||2021 49709380120121|REACH|3|Annual LCAP meeting. Parent polls and surveys.|More focus is needed on attracting and serving English Language Learners.|We have launched an equity committee dedicated to giving a voice to minorities and marginalized communities. We have implemented components of Welcoming Schools.|4|4|4|4|4|4|4|4|4|4|4|4|2021-07-14||2021 49709386113039|Sebastopol Independent Charter|3|Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have had advisory groups engage parents in different topics with mixed results. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.|The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members with facilitation by a professional from Restorative Resources. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a fabulous job in communicating with all parents, including underrepresented families.|The teachers engage all families in regular newsletters, communication, parent conferences and reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best in engaging underrepresented families.|5|5|4|5|5|5|5|5|3|3|3|3|2021-06-21||2021 49709530000000|Sonoma Valley Unified|3|"As documented in the Learning Continuity and Attendance Plan and the Local Control Accountability Plan, as well as the narrative above, SVUSD staff worked hard to engage parents in the myriad schedule and protocol changes that took place as we adapted to new a\ways of instructing students over the course of the 2020-2021 school year. Nevertheless, we tend to have a stable stakeholder group that participates in all groups and there are many families whose participation we do not yet have. We remain at the level of ""initial implementation"" as we have more progress to make in accessing families and ensuring they know how to provide input in decision making at all levels of our organization and are supported in doing so in a way that ensures seamless, supported two-way communication."|"During the 2020-2021 school year, the district expanded the roles of library media specialists and created a role for bilingual technology liaison to support families in using technology and helping to ensure student connectivity. The district also provided spaces at Boys and Girls Club for students needing in-person supervision and internet access in learning hubs. Our Parent University program was expanded to include a parent leadership component called Promotores. The Promotores group hosted regular parent education (approximately three nights per week) in connection with community partners, especially On the Move/Parent University. Our existing parent and community advisory groups (DAC, DELAC, SEAC) continued as well. We had active daily and weekly outreach to families whose students were not attending school. We also integrated See Saw and Remind into our repertoire of parent communication and outreach tools. Looking forward, we hope to increase and expand the roles of community liaisons and to include an improved system of attendance tracking and parent communication in order to make sure that we have regular access to the families of our students who are most at risk. We remain at the level of ""initial implementation"" as we have more progress to make as a system in developing coherent, predictable and sustained plans for partnering with parents to improve student outcomes."|The district has implemented PBIS and restorative practices, although we are at nascent stages at our secondary level. We have a strong need to continue to develop student advisory and student voice activities and to develop Tier 1 and Tier 2 practices both in the classroom, in our advisory and in our counseling programs.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-22||2021 49709610000000|Twin Hills Union Elementary|3|Due to COVID, the opportunities to engage with families have been limited. This year stakeholders and families will be able to participate in the Budget Advisory Committee, giving feedback to the superintendent to take the School Board.|Apple Blossom has had a strong turnout with parent informational nights. To improve that all student's voices are heard and valued interpretation services and separate meetings in Spanish will ocur.|Discussions with parents at Education Foundation Meetings (principal) and information from the surveys show that overall parents are very satisfied with the academic and enrichment programs available at Apple Blossom School. model. There were many comments about the positive school culture. Parents in the survey and the parent council identified the following areas to consider for learning recovery and/or enrichment and improvement of programs: Increase reading and math support; staff the maker space; staff the garden position again, increase counselor time to more than one day a week, add foreign language instruction. ELAC parents were very positive about the academic opportunities for their children. 93% state AB provides a high-quality education; 94% state their child feels safe and connected to AB school; 94% state their child has access to standards-aligned textbooks and technology resources; 95% report the buildings and grounds are clean and safe; 92% report receiving enough communication; and 86% report they are encouraged to participate and give input. Review of Data - School assessment indicates there is still an achievement gap with low-income and EL students. Current programs and services are positively influencing student achievement, STAR assessment data administered in grades 3-5 in May 2021 indicate significant learning loss in mathematics. Reading scores are on par with a normal year. An increase of planned services in reading and math, and the addition of services could have a positive effect on student achievement, especially in math achievement. The site will still continue to engage with parents and stakeholders in different manners to make sure all are involved and participating.|4|4|3|3|3|4|3|3|2|3|2|2|2021-06-17||2021 49709614930350|Sunridge Charter|3|Through surveys, town halls, parent forums, committees, and councils, SunRidge provides many opportunities for parents to participate in the governance, fundraising, educational, and cultural life of the school. We seek to welcome more cultural diversity in the school's enrollment through the training that faculty and staff have taken, the translation of enrollment materials into Spanish and making translation services available for prospective parents.|The school provides teachers with training opportunities and funds throughout the year for professional development and especially in the summer to collaborate and prepare grade-level materials. Technological training has been provided by the district IT coordinator and through site collaboration. Students and families were provided with technological devices (Chromebooks and hotspots) to access learning. Frequent conferences were available to communicate regarding student learning and weekly packets were provided to augment online instruction. SunRidge provides support through MTSS/RTI and through IEP and 504 plans. When IEPs and 504 plan meetings are held, parent rights and alternate dispute information is consistently offered. SST meetings were held regularly to identify supports needed.|SunRidge provided many opportunities for teachers, parents, and community members when gathering data and information. During the 2020-21 school year, parents were surveyed multiple times as part of planning for distance learning and the hybrid model. A parent group met regularly in consultation with the director to create a stakeholder expectation document for the hybrid model and also held 3 parent forums. A survey for parents and staff in May of 2021 gathered input based on the 8 state priorities that then informed both the ELO and the LCAP. Director Wood also met twice monthly with the parent council leadership to discuss community needs. Town Halls were held on August 5 and March 10. Director Wood discussed goals and actions with the Charter Council (faculty, classified staff, parents, and community members) and at staff meetings. Bi-monthly reports to the Board of Trustees by the director include actions taken to support and improve student learning, parent involvement, social-emotional learning activities, and extracurricular opportunities. Student work was closely reviewed during distance learning and parent and student conferences were held throughout the year. Portfolios of student work were reviewed by the director and star renaissance data was reviewed for instructional planning. SunRidge also initiated a survey of family cultural traditions to bring awareness of different cultures into the classroom. The master calendar posts religious holidays (such as Yom Kippur) so important school meetings are not scheduled then. SunRidge has an active diversity committee made of parents, faculty, and staff. The Charter Council drafted and approved both a school-wide diversity statement and a gender-inclusive policy. The Parent Council and its activities have been dormant during the pandemic, this council needs some reenvisioning regarding purpose and activities.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-24||2021 49709616052302|Twin Hills Charter Middle|3|THCMS holds open invitation meetings monthly for all families. These meetings are shared through a monthly newsletter that is able to be translated into many languages. Our ELD assistant communicates regularly with our qualified families and our redesignated families regarding all events and parent opportunities.|THCMS provides regular communication via mailed progress reports and report cards. The teachers' gradebooks are available online and all teacher communicate within 48 hours of being contacted by parents. Parents are offered virtual opportunities to communicate regularly with their children's teachers.|THCMS has regular meetings to discuss student achievement and family connections. Our school counselor communicates regularly with families regarding concerns for students.|5|5|5|5|4|5|5|5|5|5|5|5|2021-10-13||2021 49709790000000|Two Rock Union|3|The district provides opportunities for parents to participate in advisory committees such as ELAC, parent conferences and cultural events at the school. The district is actively seeking parents from all backgrounds to participate on LCAP advisory committee and other opportunities to participate in district and school activities.|Parents have access to teachers via regularly scheduled parent conferences or make make appointments to see teachers, weekly communications from teachers to parents, bi-weekly communications from administration, important information posted on district website, communications are sent in English and Spanish, bi-lingual liaison for Spanish speaking parents.|The LEA's strength in developing relationships with the learning are the following areas: the site hold regularly scheduled ELAC meetings with Spanish speaking families, the LEA uses a variety of communication methods with the families and communities such Remind, bi-weekly newsletters to parents, hired additional bi-lingual instructional aide, has a bi-lingual liaison, teacher hold parent teacher conferences twice a year, the principal hold regular coffee with the principal meetings, back to school nights, and student surveys such as Student Truth. Areas for improvement is to gain more parents to site on the LCAP parent advisory committee and parent volunteers.|4|3|3|4|4|4|4|4|3|4|4|4|2021-10-14||2021 49709950000000|Waugh Elementary|3|The District has built capacity of staff to effectively engage families in advisory groups, built capacity of engaging advisory groups in decision-making, provides all families with opportunities to provide input on policies and programs, and provides opportunities for stakeholders to collaborate at the school and district levels. The Waugh Invests in Student Excellence (WISE) Foundation is a parent driven organization which actively supports the District's music, art, library and technology programs. The Parent- Teacher Association (PTA) also supports a number of different initiatives and programs. The District's Site Council convenes, which includes parents, and meets regularly. Our Bond Oversight Committee includes parent participation.|The District has a well established history in developing the capacity of staff to build trusting and respectful relationships with families, creating welcoming environments for all families in the community, supporting staff to learn about each family's backgrounds, and developing multiple channels of communication to reach all families. Attendance at Back-to-School Night has remained high, even in a virtual format. Our Parent-Teacher Association and the Waugh Invests in Student Excellence (WISE) Foundation facilitate community building events both at school and off site. Our staff collaborate closely with families to establish strong school-home partnerships in support of student learning. We have a culture of including many parent volunteers in the classroom, and we intend to welcome more volunteers on campus when health conditions permit. We use a variety of communication methods to connect with families, including email, text messages, phone calls, and social media.|The District takes active steps to build partnership capacity with families, provides families with resources to support student learning and development, meets with families to support student outcomes, and supports families to understand and exercise their legal rights and advocate for their student(s). Our parent-teacher conferences were very well attended again this year. Our teachers utilize web based programs for supplemental home instruction that parents can access. We have a process to identify our most at risk students and engage their families to access supplemental educational services, including after school programs. The District has robust multidisciplinary intervention teams which help facilitate parent involvement, including English Language Advisory Council (ELAC), Site Council, Individualized Education Plan (IEP) Teams, Student Study Teams (SST), and School Attendance Review Teams (SART). Continuing to bolster participation in ELAC will be an area of emphasis for the District.|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-12||2021 49710010000000|West Side Union Elementary|3|We seek input from all stakeholders through our monthly Board meetings and Site Council meetings, and our weekly Faculty meetings. Input is also gathered through emails and surveys to all staff and all families (in both English and Spanish). Parents coordinate an education foundation that supports the school's enrichment program. The foundation meets monthly and provides input and funding for the enrichment programs each year. Parents in the whole community make recommendations on which enrichment activities to offer and, if those program are viable to implement at school, the administrator requests funding from the education foundation. For the 2021-22 school year, parents requested an after school Band program and weekly PE classes for their children and we have implemented both of those programs, and will work to sustain them in future years.|Our teachers do an excellent job of reaching out to all of their students' parents with weekly newsletter communications, phone calls, emails, and text messages. We have parent-teacher conferences two times per year to keep parents well informed of their student's progress and needs. We hold SST meetings when concerns arise for both academic and social-emotional needs of students. We provide translation services when needed in meetings with our underrepresented Spanish-speaking families.|"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual ""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish."|5|5|4|4|4|4|4|4|4|4|4|4|2021-06-22||2021 49710350000000|Wright Elementary|3|Parents are invited to participate in the Superintendent Committees including Budget, Facilities and Wellness. Parents have an opportunity to provide input at School Site Council, DELAC and ELAC meetings. They receive training and support in leadership skills and meeting facilitation. A focus area for improvement is to support increased parent leadership in ELAC and DELAC. Additionally, we will work on making meetings more accessible to non-Spanish speaking EL families.|The LEA creates a welcoming environment for all families, and works to build trusting relationships with them. Family events are held throughout the year (when possible during quarantine). Bilingual community liaisons at each school site serve as a resource to families. Additionally, bilingual office assistants are available for communication with Spanish-speaking parents. Materials are translated into Spanish, and interpretation is offered at parent meetings. Meetings are held at times that are convenient for families. A strong effort has been made to make IEP meetings more comprehensible to parents. Phone blasts, newsletters, and school marquees are used to communicate information to parents. Teachers use Remind and Classroom Dojo to share information. Thursday folders and student planners are used district-wide as well. A focus area for improvement is to provide learning opportunities to better understand families' cultures and experiences.|The LEA provides families with information regarding online learning resources that students can access from home. Trainings on how to access these resources are offered at parent meetings. Local community based organizations are invited to attend parent meetings to share resources that they can offer. Parent-teacher conferences are held at least twice/year to discuss student progress. Student progress is discussed during Student Success Team and IEP meetings, and strategies are offered on how parents can help the student at home. An area for improvement is to provide more professional learning to staff on how to partner with parents and families.|4|2|4|4|2|4|5|4|3|4|2|3|2021-10-21||2021 49710356052377|Wright Charter|3|Parents are invited to participate in the Superintendent Committees including Budget, Facilities and Wellness. Parents have an opportunity to provide input at School Site Council, DELAC and ELAC meetings. They receive training and support in leadership skills and meeting facilitation. A focus area for improvement is to support increased parent leadership in ELAC and DELAC. Additionally, we will work on making meetings more accessible to non-Spanish speaking EL families.|The LEA creates a welcoming environment for all families, and works to build trusting relationships with them. Family events are held throughout the year. Bilingual community liaisons at each school site serve as a resource to families. Additionally, bilingual office assistants are available for communication with Spanish-speaking parents. Materials are translated into Spanish, and interpretation is offered at parent meetings. Meetings are held at times that are convenient for families. A strong effort has been made to make IEP meetings more comprehensible to parents. Phone blasts, newsletters, and school marquees are used to communicate information to parents. Teachers use Remind and Classroom Dojo to share information. Thursday folders and student planners are used district-wide as well. A focus area for improvement is to provide learning opportunities to better understand families' cultures and experiences.|The LEA provides families with information regarding online learning resources that students can access from home. Trainings on how to access these resources are offered at parent meetings. Local community based organizations are invited to attend parent meetings to share resources that they can offer. Parent-teacher conferences are held at least twice/year to discuss student progress. Student progress is discussed during Student Success Team and IEP meetings, and strategies are offered on how parents can help the student at home. An area for improvement is to provide more professional learning to staff on how to partner with parents and families.|4|2|5|3|2|4|5|4|3|4|2|3|2021-10-21||2021 49738820000000|Cotati-Rohnert Park Unified|3|The Cotati-Rohnert Park Unified School District sought parent involvement and input throughout the 2020-2021 school year. Parents were invited to a variety of online venues to provide feedback and share insights regarding their children's academic and social/emotional experiences. Parents were also asked to provide feedback for needs assessments to help focus the LCAP. Parents were invited to join a host of meetings including the Local Control Accountability Plan Committee (LCAP), the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), Board of Trustees Meetings, Site Councils, Wellness Committee, Special Education Committee, and school connected organizations (PTA, Boosters). The district used the student information system, district website, social media sites, and site newsletters to inform parents of meeting dates and opportunities for input. Online participation was gathered to measure parent participation and attendance at the meetings. During the meetings, parents indicated that they were satisfied with their student experiences in CRPUSD but had many suggestions for improvement. Parents had concerns with distance learning. The key findings from the meetings and surveys included: requests for more offerings for gifted students, greater academic and behavioral support for students with special needs, additional counseling supports to assist in student mental health, additional site supervision, increased after school academic supports, greater outreach to parents, continued multi-use of methods of communication, more support around anti-bullying curriculum, greater consequences for student misbehavior, and continued sharing of student data and information among teachers and parents. Data from the 2018-2019 district wide parent survey indicated that seeking input for decision making is an area of growth. 63% of elementary parents, 50% of middle school parents, and 51% of high school parents felt that the district sought input from parents in decision making. 65% of elementary parents, 54% of middle school parents, and 56% of high school parents felt that sites sought input from parents in decision making. No survey was conducted in 2019-2020 or in 2020-2021 due to the amount of COVID related communication. The district needs to improve its ability to help parents understand their ability to help partner and make decisions for their students. While the required meetings are offered at the district level, there has been minimal parental attendance. Parents do attend site specific meetings but perhaps the connection to providing input to guide the sites and the district has not been explicitly stated. The district will work to better communicate the sense of urgency and need for parent participation in meetings that help shape the educational delivery and allocation of resources for their children.|CRPUSD strives to build strong and positive relationships with our families. These relationships are evident at all of the sites and within the student body. The staff works adamantly to build caring relationships with their students and their families. Sites offer family fun, extracurricular events and educational evenings to help strengthen these relationships and develop a sense of community for their respective families. Both the sites and the district attempt to reach families by offering translation services at meetings and sending home translated communication documents and notifications. In addition to the required district committees, CRPUSD established a Special Education Committee in the 2018-19 school year to ensure parents of students with special needs have a forum to provide input and gather information. Through data from the 2018-19 districtwide parent survey, the following information was collected: data indicated that 94% of elementary parents, 85% of middle school parents, and 87% of high school parents felt that the schools have welcoming environments. 88% of elementary parents, 78% of middle school parents, and 80% of high school parents felt that the district values and encourages parent participation. Parents also reported that many families wanted to be more involved in school activities but they were juggling many responsibilities and obligations that prevented them from attending all of the events or volunteering in their children's classrooms. CRPUSD encourages parent participation and aims to partner with our parents to ensure a thriving school community. The survey did not take place in 2019-2020 or 2020-2021 due to COVID and the increase in other surveys to families. The district is aware that it needs to do a better job of contacting and engaging the families of English Language Learners and students with special needs to ensure they have a voice at the table. Increased effort needs to be given to help these families feel comfortable to partner with the district to help their students experience exceptional educational careers. Greater attention needs to be paid to help staff understand and support families from diverse backgrounds and cultures. This is an area of growth for CRPUSD.|The primary goal of CRPUSD is to improve outcomes for students. In order to achieve this goal, it is essential that the district helps schools partner with families to ensure both academic and social/emotional growth for the students. Our Title I sites understand the necessity to provide resources to support student learning and development in the home but more work could be done in terms of providing this information to all of our sites. The schools send home newsletters and informational resources to help parents grapple with the myriad of issues facing students today. The schools also detail a number of online resources for parents to use to help increase student achievement. Greater work can always be accomplished surrounding professional learning for staff to help support a school’s capacity to work with families. The school sites hold numerous evening events that help provide parents with a wide variety of information. These events include math, science, STEAM, and literacy nights, digital citizenship and anti-bullying information, financial aid planning, college and career information, behavioral and social issues information, and basic computer classes. These events provide a wealth of information but are not as well attended as our family fun nights. These events were moved to an online platform in 2020-2021. The sites have done a great deal of work in helping families understand their students’ academic and social/emotional progress. At the elementary level, teacher conferences are held with all of the families, and at our 2 middle schools, the students lead their own conferences and present to their parents. At the high school level, the counselors do a tremendous job meeting with the students and families to help develop four and six year plans for the children to inform both secondary and postsecondary expectations. The teachers use the online student information system to allow parents and students to see academic progress and growth. The district supports the sites with helping families to understand their legal rights and advocate for their children. The district office has a wonderful special education department that helps parents navigate the special education system and the IEP process. The district has also formed a Special Education Committee to help families participate in the learning process. Continued work needs to occur to increase this understanding and improve advocacy, especially in the area of 504 plans. This is an area of growth for the district. In 2020-2021, the District selected two site leaders to develop the Parent Engagement Task Force. The district must continue to improve its outreach to families of English Language Learners and special education parents. The district is committed to calling families and personally inviting them to important meetings and events. The district office staff is participating in professional learning to help improve and increase this outreach through our county office of educati|4|3|3|3|3|3|3|3|3|3|3|3|2021-06-22||2021 49753580000000|Windsor Unified|3|Each site in the district has at minimum a School Site Council (SSC) and an English Learner Advisory Committee (ELAC). In addition, the District has a Parent Advisory Committee (PAC), a Migrant Education Parent Advisory Committee, a District English Learner Advisory Committee (DELAC), and an LCAP Core Committee that includes representatives from all stakeholder groups in the district: students, parents, community members, classified staff, certificated staff, management, and board members. Focus area for improvement: The district will attempt to include students and/or parents from the following underrepresented groups in the stakeholder engagement process: homeless, foster, Migrant, Native American, and students with disabilities.|Parent/Teacher conferences are held for all TK-5 students. SST/PST meeting protocols are in place at all sites in the district. Assessment results in reading and math (in addition to SBAC) are shared with families three times per year, including ways in which parents can assist their children at home. Focus area for improvement: Secondary teachers (6-12) will receive more assistance with how to connect with the families of their students who are struggling. Time will be allocated at the start of each school year for teachers to familiarize themselves with all students, and particularly those students from underrepresented families. Additional outreach and monitoring for identified students will be provided.|All school sites, including the district office have prioritized recruiting and retaining bilingual personnel who help bridge the communication gap between English only speaking school staff and Spanish only speaking families. In addition, the district purchased Bloomz, an online communication platform for teachers to use during Distance Learning to communicate with families. Bloomz has a translation feature that allows English only speaking school staff to communicate with Spanish only speaking families, and vice versa. The Bloomz subscription was renewed again for the 2021/22 school year. Focus area for improvement: the district will focus more time and effort on creating welcoming environments for all families. Through professional development, particularly for front office staff, learning positive and effective ways in which to help families feel more welcome at each district school will also help increase the LCAP survey results in this focus area.|3|3|3|5|3|3|3|4|4|4|4|4|2021-06-29||2021 49753580114934|Village Charter|3|VCS historically has had a high rate of participation in the PA and in other decision-making bodies. This is the foundation of our success and sense of community. The transition to ZOOM meetings was highly successful and we had good participation all throughout DL. With the transition back to in person instruction, we have found the that our participation has declined and we are working with the board and the PA to get back to where we were pre-pandemic.|This is an area of strength for us, but we are finding that after the year of DL, we need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home.|Building relationships and creating a strong, inclusive community is a strength at VCS. Because of COVID, our normal in person communication practice has been impacted. We have had to improve our communication lines to include texts, a more informative website, and more frequent emails/classroom newsletters to ensure that families feel connected to the school and their child's educational experience.|5|5|4|3|5|3|5|4|4|4|4|4|2021-08-11||2021 50105040000000|Stanislaus County Office of Education|3|SCOE offers trainings or workshops for parents/guardians, stakeholders and advocates that are linked to student learning and/or social-emotional development and growth. The SCOE Preventions division provides parenting classes on topics that include academic support, computer literacy, gang awareness, parenting support and more. These measures were selected because they accurately demonstrate that the LEA seeks input from parents/guardians/stakeholders in decision-making and creation of the SPSA and LCAP which guide the LEA in all programming for students and school programs, The LEA inites and enourages parental participation in programs in an ongoing basis. The LEA’s continuous effort to promote parent involvement is based upon the transient nature of the student population and desire for increased parent involvement in schools.|The LEA enacts procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees at each site. These include holding elections and appointments for parent/guardian, stakeholder and other members of the School Site Councils. The English Learner Advisory Committees serve at each site as part of the SSC. Each SSC also serves as the LCAP advisory Because of the transient nature of the student population, the LEA frequently notifies parent/guardian, stakeholder and others regarding participation in meetings of advisory committees. Notifications include announcements at monthly parent visitations; open house events; graduation ceremonies; and other school activities. In addition, the LEA provides every parent notification packets with advisory committee information on an annual basis, in addition to regular meeting notifications throughout the school year. School sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The SSC is fully vested in reviewing student academic data, school climate data and other relevant data to guide them in the creation of the SIngle Plan for Student Achievment and the LCAP.|The LEA enacts procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees at each site. These include holding elections and appointments for parent/guardian, stakeholder and other members of the School Site Councils. The English Learner Advisory Committees serve at each site as part of the SSC. Each SSC also serves as the LCAP advisory Because of the transient nature of the student population, the LEA frequently notifies parent/guardian, stakeholder and others regarding participation in meetings of advisory committees. Notifications include announcements at monthly parent visitations; open house events; graduation ceremonies; and other school activities. In addition, the LEA provides every parent notification packets with advisory committee information on an annual basis, in addition to regular meeting notifications throughout the school year. School sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The SSC is fully vested in reviewing student academic data, school climate data and other relevant data to guide them in the creation of the SIngle Plan for Student Achievment and the LCAP. SSC also serves as opportunity for all stakeholders, including parents, students, classfified and credentialled staff and teachers and the site administration to share concerns regarding school climate and build positive school to home relationships.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-08||2021 50105040129023|Stanislaus Alternative Charter|3|The Charter enacts procedures designed to engage students, stakeholders and advocates in advisory committees. These include holding elections for student, stakeholder and other members of the School Site Councils. The English Learner Advisory Committee serves as part of the SSC. The SSC also serves as the LCAP advisory. Because of the transient nature of the student population, the LEA frequently notifies students, stakeholder and others regarding participation in meetings of advisory committees. The Charter has access to interpretation and translation services to allow students to participate fully in educational programs and individual meetings with school staff related to their education. This includes full translation of all informational and other notices and documents. These measures were selected because they accurately demonstrate that the Charter seeks input from the adult student population in decision-making and promotes participation in programs in an ongoing basis. The LEA’s continuous efforts to promote parent involvement is based upon the transient nature of the student population and desire for increased parent involvement in schools.|The Charter enacts procedures designed to engage all CBK students, stakeholders and advocates in advisory committees and surveys directed at improving services and strengthening student outcomes. These include holding elections for student, stakeholder and other members of the School Site Councils. The English Learner Advisory Committee serves as part of the SSC. The SSC also serves as the LCAP advisory. Because of the transient nature of the student population, the LEA frequently notifies students, stakeholder and others regarding participation in meetings of advisory committees. Surveys are made available to all students for additional feedback and suggestions. The Charter has access to interpretation and translation services to allow students to participate fully in educational programs and individual meetings with school staff related to their education. This includes full translation of all informational and other notices and documents. These measures were selected because they accurately demonstrate that the Charter seeks input from the adult student population in decision-making and promotes participation in programs in an ongoing basis. The LEA’s continuous efforts to promote parent involvement is based upon the transient nature of the student population and desire for increased parent involvement in schools.|The Charter enacts procedures designed to engage students, who are all adults, community stakeholders and advocates in advisory committees. These include holding elections for student, stakeholder and other members of the School Site Councils. The English Learner Advisory Committee serves as part of the SSC. The SSC also serves as the LCAP advisory. Because of the transient nature of the student population, the LEA frequently notifies students, stakeholder and others regarding participation in meetings of advisory committees. The Charter has access to interpretation and translation services to allow students to participate fully in educational programs and individual meetings with school staff related to their education. This includes full translation of all informational and other notices and documents. These measures were selected because they accurately demonstrate that the Charter seeks input from the adult student population in decision-making and promotes participation in programs in an ongoing basis. The LEA’s continuous efforts to promote parent involvement is based upon the transient nature of the student population and desire for increased parent involvement in schools.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-08||2021 50710430000000|Ceres Unified|3|A strength of Ceres schools is engaging a wide variety of stakeholders in decision-making regarding the district’s LCAP and individual school plans. An area of focus is ensuring that all underrepresented student groups have a voice in decision-making.|Engaging families is a priority in all Ceres schools. Families feel supported with resources for addressing mental health. An area of focus is ensuring that staff work with all families to celebrate their strengths and identify goal areas for Ceres students.|Ceres Unified hosts the FACTOR (Families Acting Toward Results) program as a way to partner with families to improve academic and social-emotional outcomes for students. An area of focus is providing more opportunities for families to receive updates on student progress during the year. Another area of focus is creating a welcoming environment for all families in each of our schools.|4|3|4|4|4|4|4|4|4|4|4|4|2021-06-24||2021 50710430107128|Whitmore Charter School of Art & Technology|3|A strength of Whitmore Charter SAT is engaging a wide variety of stakeholders in decision-making regarding the school's LCAP. An area of focus is ensuring that all underrepresented student groups have a voice in decision-making.|Engaging families is a priority in at Whitmore Charter SAT. Families feel supported with resources for addressing mental health. An area of focus is ensuring that staff work with all families to celebrate their strengths and identify goal areas for Ceres students.|Whitmore Charter is included in Ceres Unified FACTOR (Families Acting Toward Results) program as a way to partner with families to improve academic and social-emotional outcomes for students. An area of focus is providing more opportunities for families to receive updates on student progress during the year. Another area of focus is on creating a welcoming environment for all families in each of our schools.|4|3|4|4|4|4|4|4|4|4|4|4|2021-06-24||2021 50710430107136|Whitmore Charter High|3|A strength of Whitmore Charter High School is engaging a wide variety of stakeholders in decision-making regarding the school's LCAP. An area of focus is ensuring that all underrepresented student groups have a voice in decision-making.|Engaging families is a priority in at Whitmore Charter High School. Families feel supported with resources for addressing mental health. An area of focus is ensuring that staff work with all families to celebrate their strengths and identify goal areas for Ceres students.|Whitmore Charter High School is included in Ceres Unified FACTOR (Families Acting Toward Results) program as a way to partner with families to improve academic and social-emotional outcomes for students. An area of focus is providing more opportunities for families to receive updates on student progress during the year. Another area of focus on creating a welcoming environment for all families in each of our schools.|4|3|4|4|4|4|4|4|4|4|4|4|2021-06-24||2021 50710430112292|Aspire Summit Charter Academy|3|Summit Charter Academy has multiple means of communication and availability for parents to reach out, which lends itself for opportunities to give feedback, ask questions, and give input. Summit Charter Academy is currently in the exploration/beginning stages of creating an ELAC committee. Our first ELAC meeting is scheduled for the winter and look forward to getting the committee's input in the decision making process for our site.|Summit families are invited to bi-annual community conversations, invited to monthly family engagement nights, and have student led conferences twice a year. Summit is in the beginning stages for the creation of ELAC.|This school year we have scheduled monthly family engagement nights focused on literacy, math, school safety, game nights, and some dates are set aside later in the year for family choice topics.|4|3|3|4|3|4|4|3|2|2|2|3|2021-06-17||2021 50710500000000|Chatom Union|3|Chatom Union School District continues to offer several opportunities to seek input for decision-making. The district currently reaches out to the community and stakeholders to participate in the LCAP, School Site Council at both Chatom and Mountain View, and ELAC/DELAC committees. Information is shared and collected at each of these committee meetings and final decisions are not made without serious consideration of the data generated from these committees. We also hold our monthly board meetings where public comment is encouraged and the board welcomes discussions on any topic which will assist in helping the district improve in ensuring student success. Improvements: Chatom School District will continue to recruit participation from all families in the district. We will look to schedule committee meetings and programs to benefit the needs of all families in the district.|Chatom Union School District is currently offering multiple ways to build partnerships for student outcomes. Currently, there are multiple ways for parents to communicate with the staff on campus. Our most popular method of communication is through Parent Square. Parents sign up and decide their preferred method of communication. They can select email, text, or app and each method has the option to have the communication translated if needed. Teachers also prefer this to be the primary method of communication because they can send individual messages, small groups, one class, or the entire grade level when sending out information. Parents are also invited to participate in round-up, back-to-school night, coffee with the principal, family literacy nights, parent conferences, and open house. We encourage any concerns a parent may have to start with the teacher, then contact the office to set up a meeting with the teacher, parents, and student promoting a three-way communication. If any further concerns arise, the administrator will step in for suggestions and communication if necessary and the parents are provided with a digital copy of the Parents Rights and Responsibilities in both English and Spanish (www.chatom.k12.ca.us), and a hard copy can be provided upon request. Improvement: Chatom will continue to survey the parents and community on the preferred way of communication and look to adjust parent conferences to be directly aligned with when grades are due at each of the campuses.|Chatom Union School District is currently offering several opportunities to build partnerships for student outcomes. Precovid-19 Pandemic, traditionally throughout the year parents and families are asked to participate in the following events: Round-Up: Parents and Students are invited to meet the staff, collect materials, receive schedules and take school pictures for student IDs. This year both Chatom Elementary and Mountain View Middle School organized a “First Day Drive-thru” for parents and students to drive through to meet their teachers and to receive their materials for a successful distance learning start. Traditional Back to School Night: Parents are invited to come and hear presentations from the teachers about grading, communications, and expectations for the school year. This year our schools provided a “Virtual Back to School Night” for parents and students. Traditional Coffee with the Principal: Parents and stakeholders are invited to meet with the principal once a quarter to discuss hot topics on campus and share vital information about what is happening in and around campus. This year, Coffee with the Principal was virtual and Warrior Wednesdays were added to keep parents informed and also an opportunity to engage both students and parents together with fun activities during distance learning. Parents also have the opportunity to attend or hold a position in several of the district committees. The committees currently available are LCAP, ELAC/DELAC, Parent Teacher Club, and School Site Council at both Chatom and Mountain View. Improvement: In order to improve the engagement of underrepresented families, we will work toward providing material in multiple languages as well as scheduling meetings at a time that is more accessible to the parents in our community.|5|5|4|5|4|4|4|4|4|4|5|5|2021-06-08||2021 50710680000000|Denair Unified|3|Each school has an active School Site Council (SSC), comprised of parents and staff (and students at the high school level) and the district has both District English Learner Advisory Committee (DELAC) and a District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Principals focus on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parent groups and clubs at each school help plan activities and events that encourage family engagement. An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups. While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, We are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DUSD administrators are using the CDE Family Engagement Toolkit as a resource this year.|"Building relationships has been a focus area in DUSD for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campuses are welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Parent Information Nights, Parent Club meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a small school district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our in-house Coyote Closet that provides clothing and personal necessities for families in need. An area for improvement (our current focus) is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States. We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources."|DUSD provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal. Principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. One potential strategy that we have already begun exploring as part of the high school IEP process is the student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.|4|4|4|5|3|4|4|3|3|3|3|3|2021-06-03||2021 50710680132662|Denair Elementary Charter Academy|3|DECA has an active Parent Advisory Committee (PAC), comprised of parents and staff and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parents, staff and students help plan activities and events that encourage family engagement. An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups. While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DECA and district administrators are using the CDE Family Engagement Toolkit as a resource this year.|"Building relationships with students, families, and the community has been a focus area at DECA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the school and communicate with administrators and staff. Examples that encourage two-way communication include events, Back to School Night, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need. An area for improvement (our current focus) is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States. We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources."|DECA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal. District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. Providing staff with training and easy access to information about resources will assist in this area.|5|5|5|5|3|4|5|3|3|3|4|4|2021-06-03||2021 50710685030267|Denair Charter Academy|3|DCA has an active Parent Advisory Committee (PAC), comprised of parents and staff (and students at the high school level) and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parents, staff and students help plan activities and events that encourage family engagement. An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups. While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, We are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return.|"Building relationships with students, families, and the community has been a focus area at DCA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Family Nights, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need. An area for improvement (our current focus) is finding ways to meaningfully support families from underrepresented groups, such as those who are homeless. We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process (one-on-one orientations) and by following up when we hear that a family might need support or resources."|DCA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to meeting with parents/students for their weekly appointments, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal. Principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. One potential strategy that we have already begun exploring as part of the high school IEP process is the student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.|4|4|4|4|4|4|5|5|4|4|5|5|2021-06-03||2021 50710760000000|Empire Union Elementary|3|"The Empire District includes families in School Site Council, Title I, special education, and other activities and processes to make sure they not only know their legal rights, but are included in the development of processes, planning, and activities to assure the school site represents all stakeholders. The results of these practices as indicated the district is at ""Full Implementation"" of areas in this section. Of course, the district is committed to a continuous cycle of improvement and is always looking for ways to improve."|"The Empire Union School District also scored a rating of full implementation in every aspect of ""Building Partnerships for Student Outcomes"", in a previous survey. The district provides at least one counselor at every school site along with a Family Support Provider. These professionals work with staff as well as individual students and their families. When working with students, families, and staff, these professionals also provide assorted materials and resources to reinforce their communication and collaboration. Teachers provide a formal conference time for parents twice each school year, and at any other time as requested. This helps to build positive relationships between teachers and parents."|"The Empire Union School District identified our diverse parent population as the primary stakeholders requested to address the area of ""Building Relationships"". The prior survey indicated a rating of full implementation in every area. We work diligently as a district to honor our families, regardless of their socioeconomic status, education level, or any other demographic. Only a few years prior, many parents indicated through a survey that they did not feel welcome at the school sites. The district made that a priority and now nearly all parents (97% - 99%) indicate they do feel welcomed when at their child's school site."|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-10||2021 50710840000000|Gratton Elementary|3|Once more, the closeness of our community allows for all parents to have access to involvement opportunities and also to obtain quick and easy input from all parents who desire to contribute through meetings, open commenting and surveys in a variety of social media platforms which was especially beneficial during the COVID-19 lockdown(s). Due to this no area was identified as the individual areas to grow, however we continue to seek and develop opportunities for improvement.|Gratton has made great strides in developing our staff in and around the area of building relationships with both students and families which has improved our already closely connected family. We are pleased that our students returned to the classroom quickly in the 2020-21 School Year and that we had strong communication with our families to support at home learning.|Gratton Elementary is a small and closely connected community. This environment results in strong school and family relationships, a clear strength as communicated by our staff and families alike. An area of focus for Gratton Elementary is to continue progress toward increasing ease of communication in a manner that is accessible to families. The implementation of Class Dojo has drastically improved the ease of communication, and access in a variety of languages, however some communication is difficult to present on this platform.|4|5|4|4|5|4|4|4|4|4|4|4|2021-06-14||2021 50710926112965|Hart-Ransom Academic Charter|3|Hart-Ransom Charter staff serves our parents as the educators in homeschooling. We have on-going and consistent communication and conferences between parents and teachers about their input and ideas for improvement. In addition, we provide frequent opportunities for all parents to address concerns through the teacher and through constant surveys.|Because our school is a home-based school where parents are the educators and our advisory teachers provide support, we have constant communication between parents and teachers. In addition, we provide frequent opportunities for parents to complete surveys, provide feedback, and address concerns. We are able to work with all of our families, and we have started to use additional forms of communication including virtual and multi-stream tools such as Parent Square.|Our school is a home-based school where parents are the educators and our advisory teachers provide support. We have on-going and consistent communication and conferences between parents and teachers. In addition, we provide frequent opportunities for parents to complete surveys, provide feedback, and address concerns.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 50711340000000|Keyes Union|3|The district also continues to work on better-supporting families to collaborate and express their concerns and suggestions for improvement. Opportunities and activities we had planned on had to be shelved as a result of COVID-19 Pandemic. We will continue to devote time, resources and promote activities to assure our parents are better connected and comfortable with our schools. We believe that this will become more evident as we return from a pandemic environment of isolation.|The district continues to work on better-supporting families to advocate for their own students. This was very much hampered as a result of the COVID-19 Pandemic. The isolation and disengagement had a negative impact on our efforts to better support families.|The district continues to make good faith efforts to engage the parents, students, and community. We are, however, not as far along as we would like and know that this is an area needing to be further addressed particularly after the COVID-19 Pandemic isolation and disengagement.|3|4|4|3|3|4|4|4|4|4|3|3|2021-08-10||2021 50711420000000|Knights Ferry Elementary|3|KFESD has a great deal of family involvement. Different opportunities such as teaching Spanish, running stations at the Color Run and other outdoor events has helped us increase the inclusion of under represented families.|KFS staff are approachable and parents utilize text, e-mails and mass communication messages as well as simple, personal interactions. Parents generally understand how to exercise their legal rights. KFESD contines to strive to improve two-way communication with our underrepresented families.|KFESD offers a friendly environment for families and has used Class Dojo and mass communication efforts to keep parents informed. Parents consistently ask to volunteer and the community has been instrumental in getting a school farm with place-based education started.|5|5|3|2|4|4|5|3|3|4|3|3|2021-06-24||2021 50711670000000|Modesto City Elementary|3|MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee. Additionally, the superintendent hosted four Community Forums seeking input in the decision-making process. These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. in 2020-21 many of these meetings will take place virtually to support active involvement from all stakeholders.|MCS professional learning and support to teachers and administrators to improve a school’s capacity to partner with families includes PD on Cultural Awareness and Equity topics. The district has staff dedicated to family engagement at the central and site level. Parents are informed of their legal rights both in writing and through participation in advisory committees.|Modesto City Schools (MCS) provided a Family Engagement Survey during the 2020-21 school year. The results were included in the district LCAP and presented to the Board of Trustees. A total of 1,826 ( an increase of 29.5% over 2018-19) parents completed the survey. Sixty-seven percent of parent respondents stated that the school encourages parental involvement and sixty-four percent stated the district encourages parental involvement. Seventy-three percent of the parent respondents stated that the district provides translators and materials in their preferred language to support parental involvement and that they feel the school treats people fairly regardless of race/ethnicity or culture. Over 80% of respondents reported they are able to communicate with teachers and staff when needed. Respondents preferred email and text messages for communication with school and district staff. MCS hosts well-attended DELAC meetings with representation from site ELACs to foster engagement of parents of English learners. The district revised the Parent Engagement Policy in 2019-20. Focus area for the district will be to increase parents’ contributions to school and district initiatives.|3|4|3|3|2|3|3|3|4|4|2|2|2021-06-21||2021 50711670137265|Aspire University Charter|3|ELAC meets monthly, SSC four times per year, family surveys are distributed, we also collect feedback via equity family engagement meetings|Our school has a lot of strengths in all of these areas, but we need to work on effective two way communication in a new community with multiple ways to communicate. We want to empower our families to ask questions and speak up to advocate for their children.|Variety of opportunities for families to be involved at school, provide translators at any time needed, our focus is on multiple pathways for communication|4|3|3|3|3|3|4|3|4|4|4|4|2021-06-17||2021 50711670138057|Connecting Waters Charter School - Central Valley|3|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Connecting Waters, Central Valley is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.|Connecting Waters, Central Valley is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions. The response chosen is the outcome with the highest marks. Noteworthy is the question with the highest favorable response ranking (93%) was the school’s ability to create a welcoming environment for all families in the community. The question in this section with the least favorable response (although overall favorable) was the school’s progress in developing multiple opportunities for the school to engage in 2-way communication between families and educators using language that is understandable and accessible to families.|5|5|5|4|5|5|5|3|5|5|4|5|2021-06-17||2021 50711750000000|Modesto City High|3|MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee. Additionally, the superintendent hosted four Community Forums seeking input in the decision-making process. These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. in 2020-21 many of these meetings will take place virtually to support active involvement from all stakeholders.|MCS professional learning and support to teachers and administrators to improve a school’s capacity to partner with families includes PD on Cultural Awareness and Equity topics. The district has staff dedicated to family engagement at the central and site level. Parents are informed of their legal rights both in writing and through participation in advisory committees.|Modesto City Schools (MCS) provided a Family Engagement Survey during the 2020-21 school year. The results were included in the district LCAP and presented to the Board of Trustees. A total of 1,826 ( an increase of 29.5% over 2018-19) parents completed the survey. Sixty-seven percent of parent respondents stated that the school encourages parental involvement and sixty-four percent stated the district encourages parental involvement. Seventy-three percent of the parent respondents stated that the district provides translators and materials in their preferred language to support parental involvement and that they feel the school treats people fairly regardless of race/ethnicity or culture. Over 80% of respondents reported they are able to communicate with teachers and staff when needed. Respondents preferred email and text messages for communication with school and district staff. MCS hosts well-attended DELAC meetings with representation from site ELACs to foster engagement of parents of English learners. The district revised the Parent Engagement Policy in 2019-20. Focus area for the district will be to increase parents’ contributions to school and district initiatives.|3|4|3|3|2|3|3|3|4|4|2|2|2021-06-21||2021 50711750120212|Aspire Vanguard College Preparatory Academy|3|"Seeking input and decision making support from families is an area of improvement at our school. We maintain an open door policy and welcome parent input whenever it is offered, however we need to build more systems and structures to solicit robust, ongoing input on major school priorities as they are articulated in our WASC accreditation, LCAP document, and annual site action plans. We have key infrastructure in place (e.g. our ELAC and bi-monthly ""Vanguard Family Coffee"" events), but we can do more to proactively inform parents of long-range planning efforts and solicit their feedback on those efforts."|Once each semester, we dedicate a significant amount of time to hosting Student Led Conferences, which enable parents to interact with staff members and learn about the academic progress of their children. We have also begun to explore how we can use our ParentSquare platform to post guidance and tips regarding student attendance, student health, and student academic achievement. Although this practice is in it's initial stages at our school, we have received positive input from families. Although our Student Led Conference program is designed to accommodate the scheduling needs of all families, only about 35% of families participate; participation among key student demographic groups is even lower. Increasing participation in SLCs is a critical area of improvement for our school.|"In order to prioritize family engagement and the building of relationships with families, our school has invested in a full-time Community Outreach Manger role. We have an active and well-attended ELAC, we have begun convening ""Vanguard Family Coffee"" to facilitate family access to administrators. We prioritize customer service and hospitality when families visit campus with questions or concerns. We utilize ParentSquare and Remind software to communicate with families about important events or developments. We ensure that one or more administrators are in the parking lot every morning to greet students and families and to make themselves available for impromptu conversations. An area for improvement in the domain of ""building relationships"" is connecting with families who have not opted in to ParentSquare or Remind platforms for two-way communications. This likely means developing a more robust social media presence, especially on platforms like Facebook and Instagram. Additionally, we have a need to revitalize our parent volunteer group so that it can host community events that bring families and school staff members together."|3|3|3|4|3|3|3|4|2|2|2|2|2021-06-17||2021 50712090000000|Paradise Elementary|3|Paradise Elementary School District has board meetings once a month and welcomes parents to come and give their input. Our Parent's Club is looking for leaders to serve in positions as President, Vice-President, and Secretary/Treasurer. This invitation has been put out through emails, print, and teachers talking with parents about getting involved. The school provides afterschool care so parents can have the opportunity to be a part of the decision making process for their kids.|Last school year, the district had every teacher meet with all families before school started to learn all about chromebooks, curriculum, and the online programs we were using. We wanted to empower parents to be advocates for their children and a team with our teachers. The district provided teachers with an online professional development program they could access at anytime to help with educating parents and themselves. All subject areas including resources to support student learning are covered through this program, Simple K-12. The Board of Trustees have mandated that all teachers meet with parents at least once during parent conference time and another in the spring if a student is at risk. The teachers also have Student Study Team (SST) meetings with parents if there is a concern that testing for special education may be needed.|Paradise Elementary School District's strength is definitely the open door policy shared with parents. It starts in the parking lot before school as our Principal/Superintendent greets parents and students every morning and also at the end of the day. Parents can come in at anytime with questions or concerns. He is always available throughtout the day to talk with parents. During the pandemic, our Parent's Club was non-existent because of COVID restricted guidelines. This year we are inviting everyone to be a part of the club by sending emails, letters home, and even a message on our reader board out in front of the school asking parents to join us. Our teachers also meet with every parent for parent conferences whether it be on zoom or here at school. An interpreter is always available. Our front office is staffed with people that speak Spanish and have been here long enough to have established exceptional relationships with parents.|4|5|4|4|4|4|4|4|4|4|4|5|2021-10-13||2021 50712170000000|Patterson Joint Unified|3|During the pandemic, we have been able to train families to join us in virtual meetings. It has been very successful for some families but the virtual environment can still be a deterrent for others. The implementation of the parent square has been a huge success. We are able to reach 93% of our families through calls, text, and or email. Keeping track of who is involved and setting goals will support the engagement of all families. Personal connections from our staff will especially support our underrepresented families.|Our current required parent committees have strong representation at the district level. Support at the elementary level is strong but trails off at the secondary level. The pandemic has erected additional challenges in connecting with families that need additional support. The first step in improving engagement is to identify a good measure as well as setting powerful goals in this area.|PJUSD continues to provide workshops and training for all parents both at a district and at a site level. Throughout the pandemic, parents were surveyed and requested topics were provided for families through a virtual environment. Sessions were well attended. Improvement areas include meeting the individual student needs of families and providing additional parent engagement opportunities for all parents to participate. PJUSD will continue to reach out in a variety of methods and implement parent engagement plans with actionable items so progress in this area can be monitored and supported.|4|4|3|3|3|3|3|3|3|3|3|3|2021-10-04||2021 50712330000000|Roberts Ferry Union Elementary|3|Once more, the closeness of our community allows for all parents to have access to involvement opportunities and also to obtain quick and easy input from all parents who desire to contribute through meetings, open commenting and surveys in a variety of social media platforms which was especially beneficial during the COVID-19 lockdown(s). Due to this no area was identified as the individual areas to grow, however we continue to seek and develop opportunities for improvement.|Roberts Ferry has made great strides in developing our staff in and around the area of building relationships with both students and families which has improved our already closely connected family. An area of growth for Roberts Ferry is to provide specific information and resources for families to support student learning. We are working toward improvement in this area with the implementation of student diagnostic assessments and a standards based report card.|Roberts Ferry is a small and closely connected community. This environment results in strong school and family relationships, a clear strength as communicated by our staff and families alike. An area of focus for Roberts Ferry Elementary is to continue progress toward increasing ease of communication in a manner that is accessible to families. The implementation of Class Dojo has drastically improved the ease of communication, and access in a variety of languages, however some communication is difficult to present on this platform.|4|5|4|4|5|3|4|4|4|4|4|4|2021-06-08||2021 50712660000000|Salida Union Elementary|3|Based on parent surveys and stakeholder input, the district is effectively engaging families in advisory groups and decision making. The district will continue to seek building the capacity of families and their involvement in advisory groups. The district offers Parent Institute for Quality Education (PIQE) to increase family involvement of underrepresented families. Based on parent surveys and stakeholder input, the district is effectively engaging families in advisory groups and decision making. The district will continue to seek building the capacity of families and their involvement in advisory groups. Families are invited to participate in the district Parent Institute for Quality Education (PIQE) which designed to increase family involvement of underrepresented families.|Based on parent surveys and stakeholder input, the district found strengths in the following areas: providing resources to families for learning at home and meeting with families to discuss student outcomes. The district engaged with families about resources to further support student learning outcomes and the engagement of underrepresented families.|Based on parent surveys and stakeholder input, the district identified strengths in the following areas: creating welcoming environments, building trusting and respectful relationships and two-way communication. The district added a new structure at the beginning of this year for family orientation meetings. These meetings will be continued for staff outreach to learn about each family’s strength, culture, language, and goals for their children.|4|4|2|3|4|4|4|4|3|3|4|4|2021-05-18||2021 50712660120063|Independence Charter|3|Based on parent surveys and stakeholder input, the charter is effectively engaging families in advisory groups and decision making. The charter will continue to seek building the capacity of families and their involvement in advisory groups. Currently the charter families may participate in the district Parent Institute for Quality Education (PIQE) which designed to increase family involvement of underrepresented families.|Based on parent surveys and stakeholder input, the charter found strengths in the following areas: providing resources to families for learning at home and meeting with families to discuss student outcomes. The charter engaged with families about resources to further support student learning outcomes and the engagement of underrepresented families.|Based on parent surveys and stakeholder input, the charter identified strengths in the following areas: creating welcoming environments, building trusting and respectful relationships and two-way communication. The charter added a new structure at the beginning of this year for family orientation meetings. These meetings will be continued for staff outreach to learn about each family’s strength, culture, language, and goals for their children.|4|4|2|3|4|4|4|4|3|3|4|4|2021-05-18||2021 50712740000000|Shiloh Elementary|3|Once more, the closeness of our community allows for all parents to have access to involvement opportunities and also to obtain quick and easy input from all parents who desire to contribute through meetings, open commenting and surveys in a variety of paper and social media platforms which was especially beneficial during the COVID-19 lockdown(s). Due to this no area was identified as the individual areas to grow, however we continue to seek and develop opportunities for improvement.|Shiloh has made great strides in developing our staff in and around the area of building relationships with both students and families which has improved our already closely connected family. An area of growth for Shiloh is to provide specific information and resources for families to support individual student learning needs as was identified during distance learning.|Shiloh is a small and closely connected community. This environment results in strong school and family relationships, a clear strength as communicated by our staff and families alike. An area of focus for Shiloh Elementary is to continue progress toward increasing ease of communication in a manner that is accessible to families.|4|5|4|5|5|4|4|4|4|4|4|4|2021-06-08||2021 50712740121558|Shiloh Charter|3|Once more, the closeness of our community allows for all parents to have access to involvement opportunities and also to obtain quick and easy input from all parents who desire to contribute through meetings, open commenting and surveys in a variety of paper and social media platforms which was especially beneficial during the COVID-19 lockdown(s). Due to this no area was identified as the individual areas to grow, however we continue to seek and develop opportunities for improvement.|Shiloh has made great strides in developing our staff in and around the area of building relationships with both students and families which has improved our already closely connected family. An area of growth for Shiloh is to provide specific information and resources for families to support individual student learning needs as was identified during distance learning.|Shiloh is a small and closely connected community. This environment results in strong school and family relationships, a clear strength as communicated by our staff and families alike. An area of focus for Shiloh Elementary is to continue progress toward increasing ease of communication in a manner that is accessible to families.|4|5|4|5|5|4|4|4|4|4|4|4|2021-06-08||2021 50712820000000|Stanislaus Union Elementary|3|When further reviewing this data we can see that some areas for improvement or focus are those in and around engaging families in decision-making committees both at the school sites and at the district level. Throughout COVID, all of our committee meetings were held virtually with translations available in Spanish. While we observed increased participation in school information meetings, we observed fewer than normal participation in decision-making committees; this was despite frequent reminders via phone, email, and in some instances text.|An area of strength from a deeper review of the data indicates that of these four areas, we rated higher in the area of providing families with information and resources to support student learning and development in the home. This could be connected to the amount of learning that occurred within the home via Distance Learning due to COVID-19. In addition to this, all other areas were reported nearly equally as success by those families who did participate in the survey.|Stanislaus Union transitioned to one communication platform during the 2020-21 School Year, Parent Square. This platform allows teachers, principals, and district staff alike to communicate to families in a manner which translate to multiple languages. This is an enhancement from previous communication approaches that mostly just provided information in English and Spanish. One area of growth not reflected within these scores, but within the process of the survey is to better engage family participation from Stanislaus Elementary and Prescott Jr High. Both of these schools had drastically lower participation rates than the other four elementary sites, which may be an indication of low home-school connection. Furthermore, we do desegregate our data inclusive of decimals; when review that more intricate score model an area of improvement or focus in the future is supporting staff in learning about each family's strengths, cultures, languages, and goals for their children.|4|4|4|5|4|4|4|4|4|4|4|4|2021-04-15||2021 50712900000000|Sylvan Union Elementary|3|Sylvan provides regular opportunities for family engagement at school and district levels. Families are engaged in school activities and committees, including the site-based School Site Council, English Language Advisory Committee, as well as the District English Language Advisory Committee. The district seeks input from all families through surveys throughout the school year. Survey results are used to drive decisions that affect student outcomes. Feedback indicates more communication around schools' missions, goals, and initiatives could be needed.|Sylvan staff view partnerships with families as vital to student success. Building relationships with families is a strength of our district. as evidenced by over 90% of families reporting they have trusting and respectful relationships with staff at their child's school. A similar percentage stated they understand their legal rights as a parent and know how to advocated for their students. Families are in constant communication with their child's teacher in regards to behavior and learning. One area for improvement is to increase parent training opportunities, including, but not limited to Technology, Special Education, English Learners, State Standards, Aeries Parent Portal.|Sylvan District continues to maintain a safe and welcoming environment on its school campuses based on families' feedback. School sites also provide informal ways for parents to provide input, such as through Parent Cafes. Interpreters are provided at these meetings to ensure that families who need language support are provided that support. Outreach is done prior to all of these opportunities to ensure that all families understand the importance of their voice being heard and to empower families to be involved. Although efforts to communicate with families in their home language has increased, there is still a need for more home-school connection and outreach especially with families where English is a second language.|4|4|5|4|4|4|4|4|5|4|4|5|2021-06-22||2021 50736010000000|Newman-Crows Landing Unified|3|NCLUSD has several advisory groups, DELAC, ELAC, LCAP Stakeholder Team, School Site Council, along with parent and booster organizations at the site level. We recruit and engage families through social media, district and site websites, Class Dojo, and Parent Square (digital communication tool) and mailers. We also make phone calls to parents to remind them of upcoming meetings and topics. Our goal is to encourage parent participation in advisory groups. We have also visited our local Health and Human Services Family Resource Center to meet with parent groups to inform them of the ways they can engage and provide input regarding policies and decision making at the site and district level. We also video our school board meetings and post them on our website so that they are available for all families to view. We have staff on all of our advisory committees who are trained by the site administrators on their roles. An area of improvement would be working with families on exercising their legal rights and advocating for their own students. We encourage all parents to advocate for their own children and do not keep parents from exercising their legal rights and we will continue to discuss this at district and site level meetings. As stated above, we will be hiring a bilingual Parent Liaison to support outreach to all families, but especially to our underrepresented families.|Developing relationships with our families and the community is a priority for NCLUSD. This has been a year like no other and with Covid-19 and distance learning we had to work more closely than ever with our families to support and ensure student success. We continued to provide families with district and site virtual informational meetings and support at the district and site level. We continued with virtual 2nd Cup of Coffee at all sites, virtual parent teacher conferences, virtual evening workshops and back to school nights. We reached out daily with Class Dojo and Parent Square and kept our website updated with the latest developments. An area of focus would be supporting families in understanding and exercising their legal rights and advocating for their students. We plan to hold Special Education Parent Sessions. We will also be hiring a Bilingual Parent Liaison to support families in navigating the school system. It can be difficult for our underrepresented families to reach out to us and we want to be able to reach out to them.|NCLUSD has made student, staff, family and community relationships a top priority for several years. We understand that relationships and trust are the foundation that we build upon to support student success in school and after graduation. Each site holds monthly parent information sessions with a variety of topics covered. We use the website, Class Dojo and Parent Square to communicate with families at the class, site and district level. This last year sites made more home visits to support and check on families during the pandemic. We have also learned this last year that many families need ongoing support and outreach. This is an area we would like to improve. In order to support families and students we will be hiring a bilingual parent liaison. This will also support and improve the engagement of underrepresented families.|4|4|5|5|5|5|4|4|5|5|5|4|2021-06-07||2021 50755490000000|Hughson Unified|3|"For the sake of clarity on the parent survey the range was changed to: 0 = I don't know 1 = No Progress 2 = Beginning Phases of Development 3 = Progress 4 = Established As a result of the change it is important to note: ""I don't know"" was provided as an option so that parents were not forced to rate a response they were not comfortable responding to and to ensure answers were not skewed in a positive or negative manner. 4 is the best score rather than a 5. Strength: In the 2020-2021 school year, families and staff were able to give feedback during the following districtwide opportunities: - HUSD School Board Meetings held the second Tuesday of each month - HUSD Focus Group Meetings held September 16, 2020; March 4, 2021 and April 14, 2021. - DELAC/ELAC Meetings August 27, 2020; January 28, 2021; March 25, 2021 and May 13, 2021. - Elementary Waiver Parent Meeting: September 2, 2021 was led by the elementary site principals and attended by district administration, board members, and parents. - Parent Meeting Hybrid Learning Environment Meeting October 28, 2020 was led by District Administration and attended by site administration, board members, and parents. - Secondary Re-Opening Parent Meeting November 5, 2020 was led by the secondary site principals and attended by district administration, board members, and parents. - Elementary In Person Learning Meeting March 16, 2021 was led by the elementary site principals and attended by district administration, board members, and parents. - Secondary In Person Learning Meeting March 18, 2021 was led by the secondary site principals and attended by district administration, board members, and parents. - Parent Interviews conducted by site principals in May 2020 - Parent Survey conducted by sites in October 2020 - HHS Student Survey released 10/12/20 and 1/11/21 This did not include the many opportunities provided at each school site. Area For Growth: - Due to the participation increase through virtual meetings, HUSD is planning to continue both an in person and virtual meeting option, so that parents may choose the most convenient way to participate."|"For the sake of clarity on the parent survey the range was changed to: 0 = I don't know 1 = No Progress 2 = Beginning Phases of Development 3 = Progress 4 = Established As a result of the change it is important to note: ""I don't know"" was provided as an option so that parents were not forced to rate a response they were not comfortable responding to and to ensure answers were not skewed in a positive or negative manner. 4 is the best score rather than a 5. Strengths: - implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, such as, Parent Teacher Conferences, SSTs and IEPs are utilized for parents to have the opportunity to discuss their child's progress. Additionally, Aeries provides parents the opportunity to check their child's grade on a regular basis, in addition to regularly scheduled progress reports and report cards that are mailed home. Hughson High also has portfolios which allows students to set goals and participate in ongoing conversations with their teachers about their education. Area For Growth: - Providing families with resources in the areas of Mental Health and Early Literacy which are both a focus in the 2021 LCAP."|"For the sake of clarity on the parent survey the range was changed to: 0 = I don't know 1 = No Progress 2 = Beginning Phases of Development 3 = Progress 4 = Established As a result of the change it is important to note: ""I don't know"" was provided as an option so that parents were not forced to rate a response they were not comfortable responding to and to ensure answers were not skewed in a positive or negative manner. 4 is the best score rather than a 5. Strengths: - The relationship between the schools and families is one of the strengths Hughson is known for and why many families move to the community. - There are many opportunities for the community to engage in two way communication through whether formal committees such as Site Council, Parent Teacher Conferences, DELAC/ELAC, and PTC. Informal communication happens through Parent Volunteers, Mentoring and as visitors on campus. All employees can be reached by phone and email. Additionally, teachers and parents may participate in the Remind App so they can text one another with any questions. Area For Growth - soliciting feedback at our formal meetings such as DELAC/ELAC, Special Education, and Focus Group Meetings."|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-08||2021 50755560000000|Riverbank Unified|3|Riverbank USD provided opportunities and pick up and drop off of various student materials, supplies and needs during this environment. The efforts to continue a connection between parents and the educational staff will be a focus to support student growth and development.|Riverbank USD continues to interact and create opportunities for parent engagement and student advocacy. Work thorough CASA del Rio, Our family network center and our Child Welfare and Attendance liaison provide support and engagement activities for all stakeholders.|During the pandemic Riverbank USD was very communicative and transparent in providing information to parents, students, staff and the community. Information shared was related to school implementation, change and actions. A number of on-line presentations were made and regular communication was posted on websites and on social media platforms. Automated phone calls were also implemented on a consistent basis.|4|4|2|4|5|3|3|3|4|4|4|4|2021-06-01||2021 50755560113852|Riverbank Language Academy|3|Riverbank Language Academy offers different opportunities for parents to become involved at school. There are two parent seats in the RLA Board that is responsible for all of the decision-making at the school. RLA has made a commitment to bring parent education at RLA with different parent workshops (CABE, literacy and math trainings, ELD) and different parent trainings are available to all underrepresented families. Due to the pandemic, some of these trainings continue to be made available virtually; parents requested that trainings be offered in-person.|Riverbank Language Academy continued offering opportunities for all parents to become involved in school. Different meetings and events were offered virtually to families and parents had the opportunity to participate in different meetings centered around improving student outcomes (ELAC, LPAC Committee, School Information meetings and Board Meetings). A goal for 2021-22 is to resume with in-person parent and community meetings and workshops.|RLA has multiple opportunities for parental involvement and has an active Parent Teacher Organization (PTO) that is part of the decision-making process for our school. There are different standing parent committees including two seats in the RLA Board, PTO, ELAC, LCAP, and other special committees. Due to the pandemic, this past school year most of the parent events and meetings were offered through a virtual platform with only some in-person meetings. A goal under this area, is to be able to bring back in-person parent events and trainings. Additionally, RLA school provides access to all materials in English and Spanish and approximately 98% of our teachers, administrators, and support staff communicate in Spanish.|5|5|5|5|5|5|5|4|5|5|5|5|2021-06-24||2021 50755640000000|Oakdale Joint Unified|3|Site principals annually participate in training regarding the role of the School Site Council and the ELAC. Principals are provided the tools and resources needed to recruit and train interested participants. All schools maintain properly constituted School Site Councils. ELACs, however, are usually integrated with the School Site Council due to lack of participation. The DELAC consistently has representation from most schools. The District Advisory Committee, however, does not tend to have consistent parent attendees. LEA staff need to evaluate and update efforts to recruit and retain underrepresented families.|The school shutdowns highlighted the importance of a strong parent-teacher partnership to ensure student success. Administrators, teachers, and staff worked hard to support students and their families while in distance learning and once they returned to the classroom. Staff worked to empower families by providing the information and tools they needed to support learning and student wellness. Targeted support was provided to underrepresented families to ensure they were equipped to best support their children. Families were informed of their legal right to advocate for their children and the most appropriate educational program.|LEA staff are using different modes of communication to maintain communication with families. Staff are reaching out to families in their correspondence language via text, phone calls, emails, and virtual meetings. All district and site communications are provided in English and Spanish and bilingual staff are available to translate at all schools and the district office. Communication between families and secondary teachers continues to be an area of improvement.|4|4|3|4|3|4|5|3|5|5|4|3|2021-06-14||2021 50755720000000|Waterford Unified|3|Strengths and Progress: Parent involvement in SSC, DELAC, Ag Advisory, and Wellness committees Area for Improvement: Implementation and evaluation of family engagement activities Strategy for improving engagement: Investigate/explore ways to work together with stakeholders to plan, implement and evaluate.|Strengths and Progress: Community Zoom sessions, parental notifications in English & Spanish, district and site web pages, social media and app. Area for Improvement: Supporting staff to learn about our families. Strategy for improving engagement: Thoughtful support for teacher connection with students and families.|Strengths and Progress: Parent conferences, Report Card Nights, Class Dojo, resources to support learning, 1:1 Chromebook deployment, hotspots for internet connectivity, active District English Language Advisory Committee (DELAC). Area for Improvement: Professional learning to support staff in partnering with families, increased awareness for site ELAC. Strategy for improving engagement: Investigate/explore partnering capacity.|2|3|2|3|2|3|4|2|4|3|3|1|2021-06-10||2021 50755725030317|Connecting Waters Charter|3|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions. The response chosen is the outcome with the highest marks. Noteworthy is the question with the highest favorable response ranking (92%) was the school’s ability to create a welcoming environment for all families in the community.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17||2021 50757390000000|Turlock Unified|3|Turlock USD administered the California Parent Survey, California Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year. Data from the survey provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings included: 2018-2019 California School Staff Survey 76% agree and strongly agree our schools allow input and welcomes parents’ contributions 85% agree and strongly agree our schools encourage parents to be an active partner with the school in educating their child 54% agree and strongly agree that our schools actively seek the input of parents before making important decisions. The District's strengths are: our schools encourage parents to be an active partner with the school in educating their child and parents feeling welcome to participate at school. An identified area is: our schools needing to actively seek input of parents before making important decisions and providing opportunities to have families, teachers, principals, and district administration work together to plan, design, implement, and evaluate family engagement.|Turlock USD administered the California School Parent Survey, the California School Staff Survey, and the California Healthy Kids Survey in the 2018-2019. Data from the survey provided valuable feedback that support the District’s LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings included: 2018-2019 California School Parent Survey 76% agree and strongly agree our schools allow input and welcomes parents’ contributions 85% agree and strongly agree our schools encourage parents to be an active partner with the school in educating their child 54% agree and strongly agree that our schools actively seek the input of parents before making important decisions 81% agree and strongly agree parents feel welcome to participate at our schools. 86% agree and strongly agree school staff are helpful to parents. 83% agree and strongly agree teacher communicates with parents about what students are expected to learn in class. The District's strengths are: our schools encourage parents to be an active partner with the school in educating their child and parents feeling welcome to participate at school. Other District strengths include: 2020-2021 TUSD's Annual Notification to Parent & Student Rights, Individualized Educational Plan (IEP), 504 Process, and English Learner reclassification process. An identified area is: our schools needing to actively seek input of parents before making important decisions.|Turlock USD administered the California School Parent Survey, the California School Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year and administered the California Healthy Kids Survey to secondary students in the 2019-2020 school year. Data from the survey provided valuable feedback that support the District’s LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings included: 2018-2019 California Healthy Kids Survey Elementary Caring Adults – Moderate to High 95%. School Connectedness – Moderate to High 97%. Secondary Caring Adults – Moderate to High 83%. School Connectedness – Moderate to High 91%. California School Parent Survey Parents feel welcome to participate at school - agree and strongly agree 81%. School staff treat parents with respect - agree and strongly agree 88% California School Staff Survey Parents feel welcome to participate at school - agree and strongly agree 92% 2019-2020 California Healthy Kids Survey Secondary Caring Adults – Pretty much true or very much true 57.75%. School Connectedness – Agree or strongly agree 56.75% Strengths are students feeling connected to school, that there are caring adults in our schools, and parents feeling welcomed to participate at school. An identified area is with our secondary students feeling connected to school.|4|3|4|3|3|4|4|4|4|4|4|3|2021-06-15||2021 50757390124669|eCademy Charter at Crane|3|Turlock USD administered the California Parent Survey, California Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year. Data from the survey provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings included: 2018-2019 California School Staff Survey 76% agree and strongly agree our schools allow input and welcomes parents’ contributions 85% agree and strongly agree our schools encourage parents to be an active partner with the school in educating their child 54% agree and strongly agree that our schools actively seek the input of parents before making important decisions. The District's strengths are: our schools encourage parents to be an active partner with the school in educating their child and parents feeling welcome to participate at school. An identified area is: our schools needing to actively seek input of parents before making important decisions and providing opportunities to have families, teachers, principals, and district administration work together to plan, design, implement, and evaluate family engagement. eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Turlock USD administered the California School Parent Survey, the California School Staff Survey, and the California Healthy Kids Survey in the 2018-2019. Data from the survey provided valuable feedback that support the District’s LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings included: 2018-2019 California School Parent Survey 76% agree and strongly agree our schools allow input and welcomes parents’ contributions 85% agree and strongly agree our schools encourage parents to be an active partner with the school in educating their child 54% agree and strongly agree that our schools actively seek the input of parents before making important decisions 81% agree and strongly agree parents feel welcome to participate at our schools. 86% agree and strongly agree school staff are helpful to parents. 83% agree and strongly agree teacher communicates with parents about what students are expected to learn in class. The District's strengths are: our schools encourage parents to be an active partner with the school in educating their child and parents feeling welcome to participate at school. Other District strengths include: 2020-2021 TUSD's Annual Notification to Parent & Student Rights, Individualized Educational Plan (IEP), 504 Process, and English Learner reclassification process. An identified area is: our schools needing to actively seek input of parents before making important decisions. eCademy's data is included in the Turlock Unified School District reporting of local indicators.|Turlock USD administered the California School Parent Survey, the California School Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year and administered the California Healthy Kids Survey to secondary students in the 2019-2020 school year. Data from the survey provided valuable feedback that support the District’s LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings included: 2018-2019 California Healthy Kids Survey Elementary Caring Adults – Moderate to High 95%. School Connectedness – Moderate to High 97%. Secondary Caring Adults – Moderate to High 83%. School Connectedness – Moderate to High 91%. California School Parent Survey Parents feel welcome to participate at school - agree and strongly agree 81%. School staff treat parents with respect - agree and strongly agree 88% California School Staff Survey Parents feel welcome to participate at school - agree and strongly agree 92% 2019-2020 California Healthy Kids Survey Secondary Caring Adults – Pretty much true or very much true 57.75%. School Connectedness – Agree or strongly agree 56.75% Strengths are students feeling connected to school, that there are caring adults in our schools, and parents feeling welcomed to participate at school. An identified area is with our secondary students feeling connected to school. eCademy's data is included in the Turlock Unified School District reporting of local indicators.|4|3|4|3|3|4|4|4|4|4|4|3|2021-06-15||2021 51105120000000|Sutter County Office of Education|3|Relationships are reported as positive and supportive. While opportunities are provided for parents to engage in planning and decision-making, parents rarely take advantage. Feather River Academy plans to hire a Parent Liaison to strengthen connections with families. The demographics of families attending a County Community School tend to be disenfranchised and reluctant to engage or provide meaningful input. In order to address this barrier, the added staff will be utilized to make personalized contacts, seeking input and sharing information on a regular basis. There is also a related goal to facilitate more family engagement activities once the COVID restrictions are lifted.|Teachers and school staff have established open lines of communication with parents and students. Home visits, phone calls, email, text messaging are used on a regular basis to discuss student progress. School staff is also knowledgeable and helpful in connecting families with community resources as needed. Our goal is to provide more training and support for families to advocate for the educational needs of their children. Options being considered are Parent Project through Probation, Parent Institute for Quality Education (PIQE) and partnering with local resources such as Family Soup.|Feather River Academy works diligently to establish a welcoming environment and culture of inclusion. Two way communication regarding student performance happens on a regular and consistent basis. Schoolwide efforts to support families with food and school supplies and other basic needs have helped to improve relationships. Our goal is to increase opportunities for 2-way communication in order to gather information to be used in goal setting and the development of the individual learning/success plans.|4|4|3|4|3|3|4|3|3|4|4|3|2021-06-23||2021 51105120140152|Pathways Charter Academy|3|Pathways Charter Academy plans to utilize all available school resources, including a bilingual school secretary to strengthen connections with families. The demographic of families attending a County Community School tend to be disenfranchised and reluctant to engage or provide meaningful input. In order to address this barrier, the added staff will be utilized to make personalized contacts, seeking input and sharing information on a regular basis. There is also a related goal to facilitate more family engagement activities once the COVID restrictions are lifted.|Because Pathways Charter Academy has a very low student to teacher ratio, the ability to regularly discuss student progress is embedded in the goal setting and individual learning planning process. Our goal is to provide more training and support for families to advocate for the educational needs of their children. Options being considered are Parent Project through Probation, Parent Institute for Quality Education (PIQE) and partnering with local resources such as Family Soup.|Because Pathways Charter Academy has a very low student to teacher ratio, the ability to regularly discuss student progress is embedded in the goal setting and individual learning planning process. Our goal is to provide more training and support for families to advocate for the educational needs of their children. Options being considered are Parent Project through Probation, Parent Institute for Quality Education (PIQE) and partnering with local resources such as Family Soup.|4|4|3|4|3|3|4|3|3|4|4|3|2021-06-23||2021 51713570000000|Brittan Elementary|3|Brittan provides parents a variety of opportunities to participate in advisory groups and site council. Parent input is always welcome and encouraged.|Brittan School provides various opportunities for parents to meet with teachers. Student progress is reported to parents every 4 weeks.|The yearly school survey addresses Parent Engagement, as a school district we support and encourage parents and school staff working together to support and improve the learning, development, and health of all of our students. Communication with parents is essential and we do this with teacher websites, monthly newsletters, email and phone calls. We have an open door policy and welcome parents on campus. Brittan has an active Parent’s Club and Site Council.|5|5|4|5|4|4|4|4|4|4|4|4|2021-10-12||2021 51713650000000|Browns Elementary|3|BESD parents are encouraged to participate in opportunities to provide input through participation in the parents’ club organization, and through attendance of monthly board meetings where policies and procedures are discussed and determined. Teachers and staff members are dedicated to creating open lines of communication and value parent feedback and participation. Creating a positive school culture where all students and families are represented and valued is a priority among the BESD.|BESD is dedicated to providing open-communication with parents to ensure student success. Students have access to special programs as needed for supplemental educational needs. SSTs are implemented when teachers and parents feel necessary to offer additional support for student growth and achievement. Mid-trimester progress reports are sent home to track student growth and progress and continue open-communication between school and home. Parents are encouraged to meet and discuss student progression and achievement at parent-teacher conferences. BESD is committed to clear lines of communications through phone contact, parent meetings and digital resources.|Browns Elementary School District is committed to creating a positive learning environment for all stakeholders including underrepresented families. BESD is dedicated to engaging parents and stakeholders in the decision-making process. Diverse approaches have been implemented to encourage outreach and create connections between all families, and the district (Back to School Night, Parents’ Club Meetings and sponsored activities, STEM Family Night, and Open House). Forming these relationships and encouraging participation leads to greater overall involvement. Additionally, parents and stakeholders are able to engage and provided meaningful feedback through attendance of monthly board meetings. Parents have the opportunity to participate in the California Healthy Kids Survey to respond to a variety of areas – this survey functions as a helpful tool to evaluate parental perceptions of school participation and allows BESD to evaluate and modify practices to encourage positive interaction and participation between the district and all stakeholders. Areas for improvement include review of our parent and family engagement policy with the School Site Council.|5|4|5|5|4|4|4|4|3|3|3|3|2021-06-17||2021 51713730000000|East Nicolaus Joint Union High|3|ENHS is a one school district so that requires us to strategize on a global and site level all at once. Our administrative staff is trained by the superintendent who receives professional development training from the county office. ENHS has multiple parent groups that meet monthly that administrators attend to hear feedback, answer questions, and solicit feedback regarding ENHS and its direction. Certainly an area of improvement is refining how we receive information and then strategizing how to incorporate the feedback so that it becomes relevant and impactful on an implementation level.|Our demographic is fairly homogeneous at ENHS. ENHS meet the needs of our students and families where they are on a constant basis. We have reached out to the BARR program and are invested in a multiple team interdisciplinary approach to our freshman. We have begun the implementation of establishing an equity based professional development to our staff to understand the needs of a future increase in a diverse enrollment. We also have set in motion multiple mental health and social emotional programs to meet the needs of our students, staff and families in our ENHS community.|The last year has proven to be challenging in developing efficient and effective communication protocols for families and community stakeholders; however our tight knit rural and historically traditional community has always fostered a welcoming and friendly posture. 60% of our students are transferred. Subsequently our environment is an attractive option for parents. Our communication with all stakeholders is multi-tiered, constant, and on multiple platforms of social media and direct connections. We place a high degree of emphasis on inclusion and public service. Effective Communication and our goal of reaching 100% of our stakeholders on a consistent basis remains our number 1 goal as a point of improvement.|5|5|4|5|4|5|5|5|3|3|3|4|2021-06-10||2021 51713810000000|Franklin Elementary|3|Franklin School has a long history of family engagement activities. Each year the Parents Club hosts a fall carnival which is very well attended. The Parents Club is very active and plans activities throughout the year, including but not limited to a Spaghetti Dinner, Jogathon, Donuts with Dad, Muffins with Mom, Red Truck Diner, and an Ice Cream Social. Parents Club meetings are open to all parents. Parent volunteers are encouraged! The Parents Club events tend to bring in parents, including underrepresented families as the events are family oriented and very fun!|"Parent teachers conferences are provided to all families during an entire week in November. Two days in March are also set aside for parent/teacher conferences. Parents can request a conference at any time during the school year. Student Study Team (SST) meetings are scheduled once a month (multiple meetings on the same day) to address concerns regarding the social/emotional or academic status of students. A welcome back kindergarten meeting is held before school starts to introduce new parents to Franklin School. A goal for helping support learning at home, might be to send resources/links to parents with some learning at home tips. Information regarding learning at home might also be sent home in the Monday newsletter. A Monday newsletter goes home weekly highlighting the ""happenings"" at Franklin School. A goal for"|A survey is sent home in the spring to ascertain the needs of all families. Translators are available for parent/teacher conferences and scheduled ELAC meetings. Two of our staff members are available to help with Spanish speaking parents if they come to the office or call the school.|4|4|3|4|3|3|5|5|5|4|4|5|2021-06-15||2021 51713990000000|Live Oak Unified|3|"Parents responded in a positive manner about creating opportunities for parent input. This remain LOUSD biggest area of growth as the focus shifts from informing parents to gaining active feedback from parents as they participate in a variety of advisory roles. The school notifies me of and invites me to parent meetings Luther 99% LOMS 97% Encinal 100% LOHS 93% VOHS 80% CA Healthy Kids Survey School actively seeks the input of parents before making important decisions….88% Agree"|"Parents responded in a positive manner on multiple questions about keeping them informed and sharing ways to get involved. LOUSD will engage parents in specific areas dealing with satisfaction with programs and services in the next survey. District Survey The school communicates with me and keeps me informed. Luther 96% LOMS 98% Encinal 94% LOHS 95% VOHS 95% The schools makes me aware of how I can be involved Luther 96% LOMS 91% Encinal 97% LOHS 91% VOHS 75% CA Healthy Kids Survey School encourages me to be an active partner with the school in educating my child…,89% Agree School actively seeks the input of parents before making important decisions….88% Agree"|"Parents responded in a positive manner on multiple questions about creating environments that are welcoming and helpful. This remains an area of strength with LOUSD. LOUSD continue to work towards the goal of involving families and developing active engagement. The front office is welcoming and helpful Luther 96% LOMS 96% Encinal 100% LOHS 96% VOHS 95% Cafeteria staff is welcoming and helpful Luther 88% LOMS 97% Encinal 97% LOHS 93% VOHS 90% School Administrators are welcoming and helpful. Luther 99% LOMS 99% Encinal 100% LOHS 97% VOHS 95%"|5|5|4|4|4|4|5|4|5|4|4|4|2021-06-08||2021 51714070000000|Marcum-Illinois Union Elementary|3|Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents' Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through email, paper, and posted on our social media page. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports. Although we have few English learners, we make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. According to our spring 2021 Stakeholder Survey 88.2% of parents feel that they have been given different options or ways to be involved with the school. We will continue collecting additional data from stakeholders as well as parent involvement data from staff. Once this data has been collected and reviewed, we can determine next steps.|Marcum-Illinois has continued to focus on strengthening relationships with our families and community. At Back to School Night (BTSN) and parent conferences, curriculum & grade level standards are reviewed to increase parent understanding of expectations and requirements. We provide materials and supports to help parents to work with their children. During BTSN and parent conferences, teachers in grades K-2 discuss best practices for working with beginning readers. Early reading materials and flashcards are sent home throughout the year to help parents work with their children. We used a spring 2021 survey to determine strengths and improvement areas: 100% feel the school is good about staying in touch with parents; 97% feel their involvement is valued; 97% feel the school is friendly, welcoming environment for students, parents, and families; and 94.1% feel their input is valued. We found, via surveys, that parents wanted most school communication to come from emails and texts. Although we have few English learners in the school, we have multiple staff members who interpret during parent conferences and school events. Every effort is made to send notices home in the home language. We are working towards completing ADA changes to our website, making all information accessible by people with disabilities.|Marcum-Illinois believes a strong partnership with all families, especially underrepresented families, positively impacts student outcomes. We schedule engaging activities for students and families that support that sense of community and build relationships. Ninety-seven percent of parents surveyed in spring 2021 say the school is a friendly environment for students, parents, and families. Communication is ongoing through Back to School Night, parent-teacher conferences, Open House, family nights, social media pages, our website, School Site Council, and regular verbal and written communication between school and home. Although we have few English learners in the school, we have multiple staff members who interpret during parent conferences and school events. Every effort is made to send notices home in the home language. On the spring 2021 survey, 100% of parents say the school is good about staying in touch with them. The parent and family engagement policy was developed by the School Site Council and is reviewed by the Site Council annually. The policy is also reviewed by the Governing Board as part of their Title I Plan review process. This policy is distributed annually to all parents as part of our Annual Notice to Parents.|5|3|4|5|4|4|4|4|4|4|4|4|2021-06-14||2021 51714070109793|South Sutter Charter|3|In our unique personalized learning independent study model of education, parents are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. As a result, parents tend to be less interested in school-wide decision making because their primary concern is making decisions in the development of their child’s individualized learning plan. This area received the lowest ranking in our parent survey with 68% of parents indicating they are “very satisfied” with the school’s efforts at seeking input for decision making. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff speak to parents at monthly home visits and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families to get their feedback on ways to improve what educational programs and services the school offers. An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC.|We use Title II funding to support teachers with personalized professional development, school-wide trainings, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. High school students are provided meetings with a guidance coordinator who works with others to support improved student outcomes. The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. The school operates with a high consideration of parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community. In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent two-way communication. We personalize the education for each of our students and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Feedback for this local indicator was gathered as part of our annual LCAP survey. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. An area of improvement is to increase participation in our ELAC. For 2021-22 we are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Additionally, our Special Education department regularly communicates with families of special education students.|5|4|3|3|4|4|4|3|4|4|3|3|2021-06-04||2021 51714150000000|Meridian Elementary|3|Our strength in seeking input is making personal phone calls home and sending surveys home to families. Our weakness is that we need to restart the parent club, and site council in order to bring more family engagement in the decision making process of the school.|Our strength in this area is that we have policies and programs for teachers to meet with families individually to discuss student progress and work. We can progress in building partnerships with families by providing support and professional development for teachers on how to better partner with and support low income families. In addition, teachers will begin to provide families with information and resources on how to support student learning in the home.|Our strength is that because we are a small school, we are a welcoming school. We are able to know our families well. Teachers teach multiple grade levels so they have many opportunities to learn about families and provide them support. A focus area for improvement is training and collaboration on how to better engage in two-way communication, tools for different communication methods and opportunities for communication, and tools and strategies for building trusting and respectful relationships with families. In addition, the administration will provide suggestions and training on how to learn about each family's strengths, cultures, languages, and goals for children.|2|5|3|3|1|3|4|2|1|1|3|1|2021-10-14||2021 51714150129007|California Virtual Academy at Sutter|3|"Parents and students are regularly surveyed in the following areas: Satisfaction, preparation, routine, School Culture and Programs, Opportunities for parental participation and Social & Emotional Learning. Survey questions and methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. Feedback is evaluated each quarter by the leadership team, adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback is used along with student engagement and achievement data, to create and monitor LCAP actions and the SPSA. In response to feedback, the following are being implemented: • Comprehensive summer plan that engages students, providing social interaction for students and families who are continuing with CAVA, new to CAVA and students who need additional academic support. • For students, more opportunities to interact in CC sessions • Respondents indicated a need for more service-oriented projects and outings in the community and opportunities to direct their learning. In response, a service-learning course was implemented for students in grades 9-12, and service-learning options are being provided school-wide each quarter. • We are increasing social opportunities around students’ interests, additional contests, and competitions, and when it is safe to do so, returning to in-person events including outings, student celebrations, activities, clubs, and community in-service projects. • The outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. CAVA has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Two-way communication between parents/families and school, include: • ParentSquare • K12 Learning Coach App • Email • Enduring Connection Calls • Student Conferences • Student Support Sessions • Sharing of Student’s Individualized Learning Plans (ILP) • Student Support Team (SST) Meetings • Individual Educational Program (IEP) Meetings • English Language Development (ELD) Program Meetings CAVA will intentionally reach out to families who did not provide feedback to ask them what barriers to participate in future survey. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, stakeholders are asked to provide input on procedures, programs, and policies. An area that will positively impact the school’s culture is Social and Emotional Learning (SEL). In SY 20-21, CAVA will implement a robust 3-year plan to increase SEL awareness and skills. To make the most substantial impact upon the school’s culture, all stakeholders are involved in the SEL mission."|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and CAVA activity involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents access to student grades, assessments, and activity. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA has added graduation coaches to better involve students and parents in understanding requirements, tracking and ensure on-time graduation. Graduation tracking is shared through school assemblies, homeroom meetings, and discussed in individual conferences with students. CAVA has successfully launched a PLC structure to ensure staff are engaged in professional dialogue around achievement and support. CAVA has implemented the CAVA2College program creating a partnership with Norco College to offer our first official dual enrollment program for high school students. CAVA also offers Destinations Career Academy providing a career readiness education program, allowing CAVA students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and trainings for college and career readiness. Through our schoolwide messaging platform (ParentSquare), digital parent student handbook, social media and the CAVA website, families understand their legal rights and are encouraged to advocate for their own students and all students.|CAVA focuses on building meaningful relationships to support student success in the independent study environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach at the time their enrollment is approved. The robust support continues and ensures that families understand program expectations, communication platforms, request support, and can efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly Enduring Connection Calls, Academic Conferencing, and provide standards-based live synchronous instruction. Monthly connection calls allow teachers to get to know each family’s strengths, culture, and goals and to build relationship with their students and parents – leading to improved engagement and improved academic outcomes. Teachers and staff use platforms such as Newrow and Zoom allowing face-to-face virtual interaction with students and parents. Teachers and staff are being trained and implementing Social Emotional practices to better identify, serve and meet the needs of individual students. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Support is offered to families throughout the calendar year, including summer. Throughout the year, administrators host online parent, student, and staff feedback sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Compass program. CAVA has added bilingual engagement support for families throughout the onboarding process, to provide additional engagement support as needed throughout the calendar year and will continue to provide expanded opportunities for our LEP families in the 21-22 SY. This is in addition to our document translation and interpreting services. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources and adjustments are made to schoolwide and department action plans and family engagement offerings.|4|4|5|5|5|5|5|5|4|4|4|4|2021-06-09||2021 51714230000000|Nuestro Elementary|3|Overwhelming feedback on surveys indicates that parents were part of the decision making regarding opening and closing of school during the COVID. When Students came back parents had a strong desire for students to improve academically and be happy at school. With Parents of underrepresented students we are working on quick responses to issues such as computer connectivity, getting students to come to school daily and on time, and being part of the intervention groups as needed.|Nuestro School District recognizes the input of all stakeholder groups and that it plays a significant role in the development of our goals, budgets, programs and actions. After reviewing district data, stakeholder feedback demonstrated that the district should prioritize its efforts as follows: 1. improve academic achievement 2. Increase Parent Involvement A focus area for development would be supporting all family members to effectively engage in advisory groups and with decision-making. While we understand that not all parents can come at the same time, we are constantly asking for feedback on how we can improve our practice to accommodate our current families work schedule. In partnerships to using live time date, we also want to make sure we are supporting our subgroup parents by reaching out them personally and inviting them to special family school related events. Having our teachers make meaningful connections.|Nuestro Elementary creates opportunities for teachers, and classified staff to learn more about our families and how to cultivate positive relationships with them. Nuestro Elementary facilitates multiple professional development for staff that allows for them to learn about school demographics and the families in which they serve. Additionally, Nuestro Elementary facilitates parent-teacher conferences, Student Success Team meetings, which allows teachers, parents, and students to set academic goals. An area of focus we would love to continue to grow is in the area of ensuring we getting live feedback from our parents to ensure we are supporting the parents of today and tomorrow. Besides the Nuestro School online survey, we would like to conduct our own internal survey at key points in the school year to ensure we are meeting the needs of the community we are very PROUD to serve.|4|5|4|5|4|4|5|4|5|5|5|4|2021-06-10||2021 51714230132977|Sutter Peak Charter Academy|3|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcases (per CDPH COVID guidelines). Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.|"Sutter Peak Charter Academy takes the feedback of all shareholders importantly. Teachers meet weekly, bi monthly, monthly with families establishing trusting, respectful relationships beginning the first day of school. Families are invited and encouraged to attend Back to School events, science, math and ELA showcase nights (per CDPH COVID guidelines). Throughout individual family meetings, teachers engage with families learning about the unique culture as well as academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Sutter Peak has an active website, Facebook Page and ""Sutter Peak this Week"" that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone. With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged."|Sutter Peak Charter Academy teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are testing in DIBELS (K-2) or NWEA/MAP. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. As in the previous narrative, with the model of independent study where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|5|5|5|5|4|5|5|5|4|4|4|4|2021-06-14||2021 51714310000000|Pleasant Grove Joint Union|3|Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents’ Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through email and paper. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports. Although we have fewer than 5 English learners, we make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. According to our spring 2021 Stakeholder Survey, 82% of parents feel that they have been given different options or ways to be involved with the school. Seventy-five percent of parents say they are asked what they value about the school. This is an area that we need to evaluate and improve upon. We must begin by collecting additional data from stakeholders as well as parent involvement data from staff. Once this data has been collected and reviewed, we can determine next steps.|PGJUSD is dedicated to providing two-way communication with parents to ensure student success. Parents have access to the Parent Portal where they view attendance, grades/class assessments, report cards, & State assessment results. Our website contains resources & links for parents regarding curriculum-based supports as well as State assessments & standards. We provide materials & supports to help parents to work with their children. During BTSN & Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers. Early reading materials and flashcards are sent home throughout the year so parents can work with their children. Online access to math, science, and social studies supports are available to 6-8 grade students.|Pleasant Grove School is committed to creating a positive learning environment for all stakeholders, including underrepresented families. The parent and family engagement policy was developed jointly with the School Site Council and Parent's Club in 2018 and is reviewed by the Site Council annually. The policy is also reviewed by the Governing Board as part of their Title I Plan review process. This policy is distributed annually to all parents as part of our Annual Notice to Parents. At Back to School Night (BTSN) & Parent Conferences, curriculum & grade-level standards are reviewed to increase parent understanding of expectations & requirements. Conferences are held for every student in the fall & as needed throughout the year giving parents an opportunity to meet with teachers to discuss student progress on grade-level standards & local assessments. Additionally, parents and stakeholders are able to engage and provide meaningful feedback through attendance at monthly board meetings. Parents have the opportunity to participate in surveys to give us meaningful feedback on the school. This allows us to evaluate and modify practices to encourage positive interaction and participation between the district and all stakeholders.|4|4|5|5|4|3|4|4|4|4|4|4|2021-06-10||2021 51714490000000|Sutter Union High|3|SUHSD engaged parents, students and community members in their WASC accreditation and LCAP development processes the past two years. Numerous electronic surveys were conducted. Small focus groups were also formed in addition to electronic surveys and large meetings. Parents, students and school stakeholders also participated in virtual on-line meetings to discuss SUHSD, provide input and make recommendations on school improvement that was used to develop the WASC action plan and the LCAP 2021-24 plan.|Communication between SUHSD and parents/guardians continues to be to be a strength of the district. Recent WASC and LCAP stakeholder surveys gave the district high marks for communication. An area that the district has improved is including students in the electronic communication process as well.|Strength: SUHSD continues to implement a well established process that involves parents or guardians in all aspects of their student's educational experience in one of the districts three secondary programs. This process has enabled the district and its stakeholder to develop a partnership that is based on trust, cooperation and mutual respect. Beginning with personalized 9th grade parent/student registration counseling appointments through personalized parent/student senior portfolio counseling appointments; parents, students and SUHSD staff work continuously to help prepare the student to achieve their post secondary goals.|4|5|4|5|4|4|5|4|4|4|4|4|2021-06-08||2021 51714560000000|Winship-Robbins|3|W-RESD is consistently seeking input from families though multiple communication vehicles including the School Site Council, DELA/ELAC Committee, LCAP Advisory Committee, Parents Club meetings, assemblies, after school events, school website and school Facebook page. The Superintendent is available at any time so that parents and community members are able to give input. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level.|W-RESD has communicated important information in many different ways this school year including the school Facebook page, website, School Messenger, emails, texts and phone calls. Additionally, we ensure that translation is provided to ensure that all parents receive timely communication. Translation services are provided, in-person and virtually as well as in print. Strengths include the annual parent notifications, procedural safeguards provided to families at IEP and 504 meetings, handbooks, announcements and conferences.|During the school year of COVID distance learning and campus shut downs, communication between the school, staff and families has greatly expande3d. Trust was developed and deepened so that all student's needs could be met. This included a three-tiered engagement protocol that was utilized consistently. W-RESD will continue to improve in the academic, social-emotional and mental health needs of our students.|5|4|4|4|3|3|3|3|5|3|3|3|2021-06-16||2021 51714560133934|Feather River Charter|3|We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children. Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Parent/guardian suggested we increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to increase the parent participation in the survey.|Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete an independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few. A focus area for improvement is to increase our parent participation in the survey and increase parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.|Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and by participating in advisory committees, and special events. We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-25||2021 51714566053334|Winship Community|3|We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children. Students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips. Parent/guardian suggested we increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to increase the parent participation in the survey.|Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops and monthly meetings with teachers. We offer personalized student learning in grades TK through 8 and offer multiple educational programs and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete an independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few. A focus area for improvement is to increase our parent participation in the survey and increase parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.|Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and by participating in advisory committees, and special events. We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|4|4|4|4|4|4|4|4|4|4|4|4|2021-05-25||2021 51714640000000|Yuba City Unified|3|The Yuba City Unified School District has a long-established foundational principle of meaningful stakeholder engagement. These efforts were refined and improved through the Local Control and Accountability Plan (LCAP) development process. The District’s practices have been further enhanced during the pandemic as the District sought the input and feedback of its stakeholder on its Distance Learning Model beginning in the early spring of 2020 and continuing through the development of the Local Continuity and Attendance Plan, the Expanded Learning Opportunities grant, the 2021-2022 LCAP, and the ESSER III Plan. Combined school and District-level efforts have been conducted including virtual listening sessions with stakeholder groups and surveys that have generated valuable perspectives and information from student, parent, community partner and staff respondents. There were specific efforts taken to ensure important constituencies were heard representing students with special needs, English learners, foster youth, Title school populations, and students/families of low income. Throughout the past 18 months of the pandemic conditions, all stakeholder feedback was used to monitor existing programs and services as well as guide future planning efforts. Alignment of priority interests and needs has been continuously analyzed. All plans informed the development of subsequent plans. To obtain input on the optimal use of ESSER III funds a survey was developed and made available to students, staff, parents, and the community. Survey details are noted below. The survey was structured with four open ended prompts. To efficiently summarize the comments and develop emergent themes, the district utilized a systemized process then reviewed the groupings of comments and described the groupings in terms of a theme. A comprehensive information and communication strategy was implemented to inform stakeholders of the purpose of the ESSER funds, the value of their continued input, and how to access the survey. Multiple modalities are used at the District and school levels including email, text messaging as well as the school and District websites. The district will continue to utilize and build these strategies as well as continue to prioritize engagement with our underrepresented families.|Parents and families are encouraged and welcomed to become involved in the formal education of their children. Yuba City Unified School District provides numerous opportunities for parents and families to be involved at school, including serving on School Site Council and the English Language Advisory Committee. Parents are also encouraged to participate at the District level on committees such as the District Advisory Committee and the District English Language Advisory Committee. We are committed to communicating with and engaging parents as partners in their children’s education. We are also committed to obtaining community resources for our schools. Based on the California School Dashboard Self-Reflection Tool, we have identified building capacity of staff to build trusting and respectful relationships with families as a focus area. We are in the Beginning Development phase as we begin to build a system of support through purposeful professional development for our principals and staff. The purpose of the professional development is to enhance the home/school interaction through positive written and oral communication. We have also identified supporting families to understand and exercise their legal rights and advocate for their own students and all students as an area for growth. We are in the Implementation phase as we began to incorporate parent and family education on these topics. YCUSD will continue to refine the work of the parent partnerships and continued implementation of the LCAP goals, initiatives and programs related to Parent Engagement.|Ongoing phone calls, Parent-Teacher conferences and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via school visits, IEP meetings and teacher calls to parents. Workshops and trainings are available during the day and evening. Parent support, including transportation, translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home and from community schools to home district), parent-teacher conferences, student exhibitions of learning and school open houses. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (A-G Requirements, AB 2121 and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practice, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education, Visual and Performing Arts (VAPA), tours of college and continuing education campuses and programs. A focus area will be to increase communication on Parent Involvement activities, current research, and available resources via multiple methods.|4|4|4|4|4|4|4|4|4|4|4|3|2021-06-22||2021 51714640107318|Twin Rivers Charter|3|Our staff continues to develop skills to support students and all families in the engagement of their child/ren at TRCS. Beginning 2021/22 TRCS has hired a full time ELD coach brining our ELD and intervention support FTE to 4.0 staffing. This commitment to engaging underrepresented families is in place to ensure students are meeting their fullest potential.|TRCS LCAP Survey asked: Do our families feel that TRCS does a good job in including parents and families in school decision? Almost 80% of our Parents/Community group said they Agree/Strongly Agree. This is our highest score from the past three years of asking this question. When asked if TRCS communicates with families? 94.2% of TRCS Parents/Community members Agreed/Agreed Strongly also the highest response in the last three surveys.|TRCS continues to develop our English Language program both in the classroom (Integrated) and additional support (Designated) to support student achievement. Two full time staff are utilized in the program to ensure communication and collaboration with our families to ensure our families successful connection to school.|4|4|4|4|4|4|4|4|3|3|3|4|2021-06-02||2021 51714645130125|Yuba City Charter|3|YCCS has always provided many and varied ways for parents and families to engage actively in the school. Great efforts have been made to populate and empower our ELAC and DELAC as well as our Parent Advisory Committee. YCCS has increased the effort to improve inclusiveness by incorporating advisory group meetings into the regularly scheduled board meetings including public hearings and meetings so that parents and the community have consistency of scheduled dates and times and full transparency. All meetings are also available via Zoom so all community members have access to the meetings.|All families and students are provided unlimited access to the school through the Chromebooks which are assigned to every student as both an academic aide and a communication device for parents, teachers, and students. This effort equalizes accessibility to the school for all students and families regardless of social status or language. Multiple interpreters are available at all times for non-English speaking parents to communicate by phone, in person, or via virtual contact.|YCCS has multiple translators available to aide families in communicating and interacting with the school and its staff and faculty. Every student is provided free of charge a Chromebook computer for use at home for homework, extended practice, and as a communication device for families. This device allows parents and students to maintain close contact with teachers and the school through assigned school email addresses, google classroom, and AERIES parent portal. Ten days per year are set aside for parent conferences. Interpreters are assigned to all parent conferences in which a student, or a student's parent are second language English. In person meetings with parents other than parent conferences are the most challenging. YCCS holds regular meetings to which parents are invited and encouraged to attend.|5|5|5|5|5|5|5|5|5|5|5|4|2021-10-06||2021 52105200000000|Tehama County Department of Education|3|Tehama Oaks Site Council serves as the “in loco parentis” and serve in an advisory capacity. The Family Engagement Liaison communicates with the students' parents and shares information between the parents and the Site Council. This communication structure allows for parents to advocate for their students. This communication is the strength of engaging these families in the educational outcomes for their students. One area for improvement is to provide an opportunity for Site Council, staff and student to evaluate the effectiveness of family engagement at Tehama Oaks.|Tehama Oaks site council serves as “in loco parentis” for Tehama Oaks students. Over the course of 2 years, Probation staff and School staff (teachers, administrators) meet regularly to communicate and plan for program improvement. There is trust and respect amongst the staff. Additionally, there is a Family Engagement Liaison that communicates directly with every parent. He reports student progress (including strengths and challenges) and has developed trusting and respectful relationships with parents. This is evident in parents reaching out to ask questions about their student, the facility and the overall program. Tehama Oaks also created a “Day in the Life of a Tehama Oaks student” to allow parents to view the facility. For safety reasons, parents are not allowed in the classrooms so this video provides parents the opportunity to see the students learning environment and understand the daily activities. Tehama Oaks’ greatest strength in building relationships with families is the Family Engagement Liaison. This position serves as a crucial link between the students’ home and the facility staff. The liaison speaks with families and reports updates back to Tehama Oaks site council. This includes goals parents have for their children. One focus area would be to gather better survey data to allow parents to provide feedback on Tehama Oaks.|The Tehama Oaks Site Council focuses on program improvement and student outcomes. One area of improvement is to send home semester report cards to the students' families to better communicate student progress.|5|5|5|5|3|2|4|4|5|5|5|4|2021-10-13||2021 52105206119606|Lincoln Street|3|Lincoln Street has a parent representative on the governing board and Lincoln Street School frequently requests feedback for their families. Due to the pandemic, a weekly parent chat was introduced and parents reported how beneficial those chats were. Lincoln Street plans on continuing to provide space in the upcoming year to continue parent chats. Parents are also provided monthly opportunities to share concerns or suggestions through our Parent Clubs. Lincoln Street has also requested specific input on hot topics through a parent advisory committee, which anyone can be a part of. An area of improvement is to hold parent advisory meetings more frequently. Lincoln Street School would also like to recruit a more diverse group of parent to join in our parent groups by providing incentives for attendance, offering childcare, and personally inviting parent to become more involved.|Lincoln Street School teachers and the Family Success Liaison share community resources through teacher-parent-student partnership meetings, parent clubs, flyers, and the school website. Parents are invited to participate in the weekly parent chats, monthly Parent Clubs, and/or Parent Advisory which address instructional strategies and parental support. The purchase of a social emotional curriculum has allowed us to reach out to more families and students. In addition, information is personally shared regarding food banks, employment and housing assistance as needed.|At Lincoln Street School, parents work alongside heir student with the support and guidance of credentialed teachers. for this reason, school staff get to know each individual family. Teachers can be available outside of the regular student meetings via phone, email, or an additional appointment. Our Family Success Liaison helps to support families who have additional needs that may be hindering their child's educational progress. During the 2020-2021 school year, monthly chats, Parent Clubs, and SEL support were implemented. Lincoln Street provides opportunities for students and parents to share their fears, concerns, and accomplishments. One focus area would be to provide opportunities to highlight and discover individual family's cultures, strengths, and personal goals.|5|5|5|5|4|4|5|5|5|3|5|4|2021-06-17||2021 52105206119671|Tehama eLearning Academy|3|Families are provided opportunities to give input to decision making, and give feedback regarding their experience as a parent on a regular basis. Advisory group meetings have been more of a challenge due to COVID restrictions but we continue to seek ways to adapt these opportunities to ensure access for all families.|Our school partners with parents as part of our regular program. Regular communication and information provide the support parents need to fully support and encourage their students learning. One focus area for improvement is supporting families to understand and exercise their legal rights and advocate for their own students and all students.|Staff are especially skilled at creating welcoming relationships and good communication. A focus area for improvement would be second language materials and translation for Spanish-speaking families.|4|5|4|4|4|4|4|2|4|4|4|4|2021-06-17||2021 52714980000000|Corning Union Elementary|3|All sites have representation through site councils, DELAC, and parent clubs/groups. These organizations are active and kept informed on issues of school governance monthly. The district meets formally with these groups to identify ideas, gather information and ideas, and participate in the formulation of the LCAP goals. The goal and focus is to increase the amount of input these groups provide, by improved communications regarding district priorities and goals.|All of our school sites are provided with ELD Specialists who serve as liaisons between classroom teachers and students. ELD specialists regularly communicate with families to determine needs and communicate with staff to help families access the needed resources. A goal is to provide counselors to meet with students to recive targeted supports and services, as needed. Learning centers are used to help students that struggle the most.|CUESD has a strong system of parent conferences and opportunities to meet and interact both during and after the school day. We will strive to strengthen parent involvement and communication using our new communication application called Parent Square. The application provides alerts and updates in both Spanish and English. Another area of focus to to provide continued bilingual support.|4|4|4|4|4|4|4|4|4|4|4|4|2021-12-14||2021 52715220000000|Evergreen Union|3|In addition to board meetings ( where attendance has increased due to the virtual compenent) parents and the community can participate in our Site Councils, ELAC, Parent Advisory Committee as well as the Parent Club. While participation has increased, we still find it difficult the connect with some of our parents/families and are looking for ways to accomplish better communication and connections with them. One way we are trying is through home visits by site administrators and teachers.|A positive that has come about due to the pandemic, we have to invent ways to connect with our community and staff. In doing that we have found that our participation in board meetings as well as other school/parent meetings has increased due to the flexibility provided with virtual meetings.|EUSD's strength is building relationships with families and engaging in communication with them. During the pandemic this has proven to be challenging because the inability for in person connection. We are hopefull that the 2021/2022 school year allows for more in person communication, allowing us to to get back to one of our strengths, relationships with students and famiilies.|4|2|4|4|4|4|4|4|4|3|2|2|2021-06-15||2021 52715300000000|Flournoy Union Elementary|3|Based on our small size, it can be challenging to form advisory groups. We are not required to have a School Site Council because our school size is only 42 students. Ways that we seek input are through parent surveys, parent conferences, staff meetings, and school-community events. During the COVID-19 school closure in Spring 2020, school staff called families via phone on a bi-monthly basis to check in with students and parents. We believe we do well with engaging underrepresented families in our district, but we will continue to improve in this area by utilizing our all-call system, sending home school flyers, communicating to families verbally at drop-off and pick-up times, parent conferences, parent surveys, and staff phone communication to parents.|Flournoy's strength is the family-like atmosphere that we create at our school. We meet with parents for annual parent conferences in the Fall. In addition, our staff is in constant communication with families about their student's progress and daily status. A focus area for improvement is to make sure we continue and also improve our engagement with underrepresented families.|Our small school atmosphere is a strength for Flournoy School. Comments made from our families, staff, and community is that they love the family-like atmosphere of our little school. We conduct annual parent conferences, but parents are also encouraged to communicate with staff regarding goals or concerns for their children. Staff communicates with families on a daily basis on student academic and social/emotional progress. One area of focus, is learning more about each family's cultures and languages.|4|5|4|4|4|4|4|4|3|3|4|3|2021-10-19||2021 52715480000000|Gerber Union Elementary|3|Gerber Elementary School administers a local survey to all parents/guardians. This survey asks questions about school climate, culture, and engagement. All stakeholders had an opportunity to provide input to the survey through our local advisory committees; School Site Council (SCC) and (District) English Language Acquisition Committee (ELAC/DELAC). Key findings from the survey are reported to SSC, ELAC/DELAC, other staff members, and the board at least once per year. Information is used as one of our multiple measures when making recommendations for LCAP goals and spending priorities.|Gerber School strives to provide a welcoming environment for families and the community. Our office has a bilingual secretary that is available to support our Spanish speaking parents. in addition, we have a full time ELD teacher/coordinator a second ELD teacher and several support staff that are bilingual and able to support 2-way communication between parents and community members. A priority focus for the District this year is to build trusting partnerships with families.|One of the District priorities for the 2021-2022 school year is to build partnerships with families and the community. We have increased communication through our all school notification system, and teachers are using the REMIND app for daily communication. In addition, GUESD moved parent-teacher conferences from November to September to make connections early in the year and our goal is to communicate with 100% of parents.|4|4|3|5|3|3|5|3|4|4|4|3|2021-10-18||2021 52715550000000|Kirkwood Elementary|3|As mentioned before, the school creates many opportunities throughout the year to offer space for family input. A School Site Council committee has been implemented with the intention of sharing information on policy, engagement, and decision-making. A continuous cycle of analyzing data and responding effectively to data will be and continues to be the priority to creating a healthy school for all.|There are many opportunities for all families to engage with the school. A weekly phone call and email goes home to all families sharing the exciting things that are happening on campus. Kirkwood also uses an App called Remind which is a system that sends information to families via email, text, and phone. Families have access to teachers every day at dismissal. Twice a year the school has parent/teacher conferences where teachers share information about individual student needs as well as share opportunities to get involved in the school. Four times a year families have the opportunity to participate in the School Site Council - a committee that drives the school by looking at data and providing input for the future and current happenings. Every month families are invited to attend the open School Board meetings. The principal is available to meet and chat with any family member before school and after school in front of the school. The school hosts events throughout the year and invites families to come where opportunities to informally provide input are welcome. Twice a year families get to participate in climate surveys to share their opinions. The school office is open daily to answer any and all questions. The school is strong in providing opportunites for family input. An area to grow would be the number of families that attend. The school could do a better job personally inviting families to the opportunities by passing out flyers personally and personally inviting families so they know they are wanted.|Kirkwood Elementary School has been in existence since 1933. The school has a long-standing relationship with the community and has had a good reputation of being an open school with good relationships with families. According to survey data, families are satisfied with the academic and social emotional well being of their child(ren). Families report being very satisfied with feeling welcome at the site. The strength of the school is a positive culture for families, staff and students. An area the school can grow is working with English Learner families and translating all text into Spanish as well as having all oral communication in Spanish as an option.|4|5|4|5|4|4|5|4|4|4|4|4|2021-11-08||2021 52716390000000|Red Bluff Joint Union High|3|The district has a strong DELAC group of parents that work will with RBHS staff and administration. Results from a diversity, equity, and inclusion survey help initiate a district wide campaign in creating a stronger sense of belonging among our students culturally and environmentally. The district will continue monitoring diversity and inclusion through surveys.|The district has a strong DELAC group of parents that work will with RBHS staff and administration. Results from a diversity, equity, and inclusion survey help initiate a district wide campaign in creating a stronger sense of belonging among our students culturally and environmentally. The district will continue monitoring diversity and inclusion through surveys.|The district has a strong DELAC group of parents that work will with RBHS staff and administration. Results from a diversity, equity, and inclusion survey help initiate a district wide campaign in creating a stronger sense of belonging among our students culturally and environmentally. The district will continue monitoring diversity and inclusion through surveys.|4|4|3|3|3|3|3|3|4|4|3|3|2021-11-18||2021 52716540000000|Richfield Elementary|3|RESD has strong two-way communication from families as evidenced by our school's site council and District English Language Advisory Committee meeting attendance and dialogue. RESD would like to further develop the capacity of our non-English speaking parents to provide effective school improvement and improve the ability of these parents to advocate for, and effectively be partners in their children's education.|RESD has strong family engagement as evidenced by the high participation rates in community engagement activities. The activities that consistently draw large percentages of family & community engagement include but are not limited to the Bact to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation.|RESD's strength in parent/community engagement is evidenced by strong participation in the following school/community events: Back to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation. RESD would like to increase the participation rate at our DELAC meetings.|4|4|4|4|4|3|4|4|3|4|4|3|2021-10-20||2021 53105380000000|Trinity County Office of Education|3|Our staff meets weekly to plan and evaluate the progress of each student. We also host a quarterly Parent Advisory Council, we also plan on increasing opportunities for parents to provide opportunities for decision-making through a school advisory committee.|Our program is unique in that it provides a trauma-informed program for all students. Because of this, we have ensured that our staff is adequately trained and developed in trauma and restorative practices. Before each student enrolls in our program, an in-take and welcoming meeting are held with the family and school. We plan on focusing on adding a second classroom and developing an elementary-level program this year.|Currently a daily progress report is sent home with each student and parents must respond and sign so that the student returns the report back to the teacher the following day. This home-to-school connection has really enhanced the parent to school communication. The school also conducts two 6 week parent development classes each semester to improve engagement and connect with underrepresented families. We plan on improving methods to garner feedback on connecting families to local partner agency resources.|5|4|5|5|4|3|5|4|4|4|3|3|2021-06-16||2021 53105380125633|California Heritage Youthbuild Academy II|3|CHYBA is a small alternative high school. Some of CHYBA’s students are over age 18, or are emancipated, and parent/guardian involvement in their education has been minimal, but improving. CHYBA has a goal of increasing the support of all family members and related stakeholders, so they can become effectively engaged in advisory groups and in giving input on policies and programs. Additionally, our students often have other community agencies that are involved with their progress and success, so we actively seek these additional student support advocates to become actively involved in advisory groups and decision making. Key findings indicate that CHYBA families and related stakeholders feel involved and heard on school site decisions. CHYBA aims to increase opportunities for family voice and leadership. The focus area of improvement is to increase parent engagement by seeking significant input for decision making on school policies and practices and increasing participation at the LCAP Stakeholder Advisory Committee.|CHYBA provides professional learning and support for teachers by focusing on trauma-informed practices. CHYBA has done considerable training for staff so that they can understand students and families who face numerous challenges including Adverse Childhood Experiences (ACEs) and other trauma. Training and support for staff includes many opportunities to learn about Restorative Practices and the importance of Social Emotional Learning for students and families. We follow the ‘Community Schools’ model and support staff as they support the students and families we serve, with lots of help from community partners. Our focus area for improvement includes adding more activities where parents can come together with our staff and community partners to increase parent support and education opportunities. These will include the Parent Café model and parent support groups.|CHYBA understands that to be successful with our 'at-promise' students, we must build trusting and respectful relationships. At CHYBA those relationships are at the heart of our program. CHYBA has a small student body which makes building close relationships with all of our students and their families very possible. As part of the Community School model, we use many community resources to help our students and families find success. Our Case Manager is part of the enrollment process and looks at the needs of each family so our Community School can offer a variety of resources that may be needed. A focus area for improvement continues to be working with all of our students’ parents and stakeholders, including underrepresented families, to strengthen our partnership with them to enhance all aspects of their student’s life. Another goal is to continue to support our staff as they utilize their skills in Restorative Practices and positive engagement strategies to enhance these relationships with our students and families. We also plan on continuing to improve our many great connections with community partners to bring additional resources to our families.|4|4|4|4|4|3|3|3|3|3|3|3|2021-06-17||2021 53716620000000|Burnt Ranch Elementary|3|Burnt Ranch ESD is a one-school district with approximately 62 students, four classroom teachers, four part-time specialists and one administrator. This small size allows for much staff and parent communication and family involvement in both advisory groups and with decision making. Over 60% of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.|Families and community members are encouraged to attend all school functions, including Back to School Night, assemblies, student and guest performances, Open House, and sporting events. Stakeholders were surveyed to gather input regarding decision making, school culture, course offerings, school to home communication, and parent participation and are linked to LCFF priorities and LCAP goals. Results are used to guide the LEA forward. Committees with a variety of stakeholders as members (PTO, Site Council and Parent Advisory Council, Indian Education, Grade-level parent/student groups, ASES Advisory) meet throughout the year to seek input, promote parental participation, and foster positive relationships. A focus area for improvement is to increase participation and engagement with parents and families of our lower performing students and students identified as homeless. Staff will target modes of communication that are most effective with these families, including personal invitations and/or encouragement to participate, to increase involvement.|BRESD provides time for the staff to meet collaboratively and strategize how to best support families in areas of academics, attendance and social-emotional needs. Throughout the year, staff members attend trainings and/or conferences on these topics. Teachers meet with parents at least twice per year in formal parent conferences, and as often as weekly in many cases to provide families with information and resources to support student learning at home and to discuss student progress and ways to work together to improve student outcomes. The district will work to engage underrepresented families by doing more outreach and making more personalized contact. This may include home visits, invitations to participate in special activities or fieldtrips or by offering parent classes or family nights.|4|4|3|4|3|4|4|3|4|4|4|4|2021-06-15||2021 53716960000000|Douglas City Elementary|3|Seeking input for decision-making is always something we do throughout the school year. We have School Site Council, Parent Advisory Committee, Booster Club, School Board, and parent surveys in order to give families opportunities to engage in decision-making. It is difficult to get families to participate in these due to work schedules or other prior commitments. We have found that parent surveys come back with the highest percentage when we send all calls and a text/email link to access the surveys digitally rather than waiting for students to bring paper copies home. Families have expressed they are most likely to participate in a school field trip or an evening school event. We continue to challenge ourselves to make personal connections with all families to encourage and promote participation. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by personally reaching out to them and promoting their participation.|We have a high percentage of families that continue to express they are very happy with our school and how programs are offered for those students that are struggling or opportunities to challenge students that excel academically. We are proud of our support for struggling students as we have Student Study Teams that involve school staff and student families to create a cohesive team that works for the best interest for each student for positive behavioral and educational outcomes. Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate. A focus area for improvement for all families including underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students. We continue to work in this area to present information in a positive way and to bring in support from our county office to connect with parents on the positives of early intervention.|Douglas City School works diligently to connect with our families to create a welcoming environment on campus. At our school site we continue to have an increase of students from different cultures enroll with us. It's been a great opportunity for our entire school to learn about cultural differences and cultural awareness. Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more pending Covid-19 restrictions. Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement. A focus area for improvement that we continue to pursue is connection with all families, including underrepresented families to become a strong part of their child's education in the home. We have encountered the challenge of bridging the gap between academics in school and at home. We continue to share ideas of how families can in the home through academic education.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-13||2021 53717380000000|Junction City Elementary|3|Seeking input for decision-making is always something we do throughout the school year. We have School Site Council/LCAP Parent Advisory Meetings, School Board Meetings, and parent surveys in order to give families opportunities to engage in decision-making. We are fortunate to have a high level of parent participation at our school. We typically have over 90% participation in parent surveys and at school events. However, we continue to challenge ourselves to make personal connections with all families to encourage and promote participation. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by personally reaching out to them and promoting their participation.|We have always had strong partnerships with families, but due to COVID-19 protocols, and the lack of in-person meetings at school during the 2021-2021 school year, we felt the relationships were not as strong. We look forward to having more frequent in-person meetings during the 2021-2022 school year, and feel that our underrepresented families will be more engaged with our school.|We will encourage families to participate in activities, events, and conferences on campus to re-engage with underrepresented families. We had discouraged participation on campus due to COVID-19 protocols during 2020-2021, and we look forward to re-engaging with families on campus during the 2021-2022 school year.|4|4|4|4|4|4|4|4|5|5|5|4|2021-06-23||2021 53717460000000|Lewiston Elementary|3|LES has been consistent at communicating with parents, but struggles to get the families to participate. Our focus is to have a larger parent organization which is visible on campus. This will be from having them on campus monthly and being involved with out student body. The underrepresented families will be able to see that we at LES are here to build a community and one that is inclusive to all. We continue to struggle to have surveys returned without a lot of reminders for parents. This upcoming year, it will be important to try and reach parents in a different way, to include, but not limited to digital surveys, phone calls, email, etc. We will continue to challenge ourselves to make personal connections with all families to encourage and promote participation. LES will continue to encourage involvement from all groups, especially underrepresented ones, by personally reaching out to them and promoting participation.|Success of having families show to parent teacher conference time. Focus on ability for families to make more impromptu meetings with staff to help with student outcomes in order for them to feel supported with their child. For underrepresented students, help with places to get support for their struggling students, to include homework as well as parenting support and mental health access.|Strengths are communicating weekly with families. Ways to improve are to give positive communication for students. Family nights/cultural celebrations/ STEM nights at school to build relationships of the underrepresented and those needing most support.|4|4|4|5|4|4|4|4|4|4|4|3|2021-06-28||2021 53738330000000|Southern Trinity Joint Unified|3|We provide many opportunities for the actions above. The area of focus is in building the capacity of staff to actively engage families, to get them to activities at school and district levels.|Staff are encouraged to take advantage of professional development opportunities that they feel will benefit them in all areas. Staff are encouraged to connect with parents via phone, text, email and in person. This is an area we need to strengthen in all parts of our district and is one focus of our current plan. We want to build a more welcoming environment that will engage our underrepresented families.|Information from our most recent parent survey reveals that we need to strengthen our lines of communication. While we sent notices home, post events on Facebook and the marquee most parents indicate they want to be notified personally. With most people having smart phones texting has become a strong and efficient way to keep lines of communication open and strengthened. An LCAP action is to continue to prioritize strengthening communication and to work on creating a welcoming environment not only by our facilities but by our human interactions, especially for those underrepresented families.|4|4|4|4|4|4|5|5|3|3|4|4|2021-06-22||2021 53750280000000|Mountain Valley Unified|3|Our area for focus continues to be assisting new and underrepresented families to participate in providing input into our schools, policies and programs. We are fully implemented with just a few families. The remainder do participate in the life of the schools by supporting their children's activities, there has been more parents beginning to join decision making groups like School Site Councils or the LCAP committee.|The onset of the Covid-19 pandemic has in fact brought the community closer together, there are a variety of different groups within the school district but all share the common focus of prioritizing the students. Our focus area is to continue to improve relationships with our Hmong community so that they both feel welcome (we are doing well in this area) and encourage them to participate in decision making in the schools (this is the focus). The position of Hmong parent liaison continues to be unfilled, and as this is our largest underrepresented group, it continues to be a challenge to gather input from this demographic.|Our focus is going to be on providing families with more information and resources to support student learning and resources in the home. We currently do not offer any local adult classes to support this so a focus in this area will improve the engagement of underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-09||2021 53765130000000|Trinity Alps Unified|3|The District sites encourage all families to participate in their student's schools. Parents are encouraged to join Booster clubs, Site Councils and to participate in the LCAP process. Emails, flyers, and direct calls are sent out to local parents about school and sporting events, but unfortunately turnout is often quite low, due to parent work schedules or prior obligations. Staff spends much time encouraging involvement with District families.|Students with IEP's and their families meet yearly to discuss the students individual academic and personal needs, those needs are addressed on an individual basis. Parent/teacher conferences are held twice a year at WES, keeping parents appraised of their students progress. District teachers have teacher/staff training meetings the first Monday of every month. Issues concerning the schools and students are addressed at these meetings.|Involving District families in the educational process is a major goal of all TAUSD school sites. Parents and students are always welcome to express their concerns to the principals, and to the superintendent. There is a districtwide open door policy. Every issue brought up by families is taken seriously. Both schools have open houses and back to school nights. Parents are encouraged to come to meet their student's teachers and explore the school sites. Academic counseling is available at the high school level, and parents are encouraged to participate. Parent/teacher conferences take place twice a year at WES.|4|4|4|4|4|4|4|4|4|3|3|4|2021-06-16||2021 54105460000000|Tulare County Office of Education|3|This is consistently an area in which there exists a constant challenge. Many of our students and families are enrolled in our schools for such a short time that as quickly as we involve the families in decision-making groups and processes, they return to their previous schools. All staff is very proficient at sharing with families the importance of their (families) input in providing for direction-setting of educational programs that support the needs of students. Through the many student progress, transfer, and informational meetings/opportunities, school staff gather much information from families that is collaboratively analyzed in order to adjust/revise or implement activities that will drive greater opportunities for families to engage in school. A focus area for improvement is to leverage on a greater scale the use of already engaged families in recruiting additional families for participation in school decision-making opportunities.|TCOE Court and Community consists of a veteran staff that has been provided (and continue to build) much professional learning related to partnership-building with families. Families are provided with the schools' program information and resource offerings, primarily through one-to-one meetings as needed and required, and maintain constant communication via the schools' use of the Remind app. Opportunities for teachers to meet with students and families are facilitated by ensuring that the program schedule is planned to include these student and parent touch points. It is a strength within our system. This allows for consistent and timely sharing of student progress and continued collaboration to increase success possibilities. School protocols for information sharing with families and students ensures that all are provided with and understand information related to their legal rights. An area of focus for improvement is to maintain this level of implementation even with the constant transiency of students.|Relationship-building with students and their families is of paramount importance and a consistent focus of the entire staff at TCOE's Court and Community Schools. The students that enroll, and their families/parents, often come with negative school-related experiences. School staff, from day-one, introduce students to a genuine and welcoming environment. Communication is key, and staff possesses the knowledge and skills to engage students and their families to ensure a comfort in knowing the giving and receiving of information is of equal importance from the district, as it is from the parent. Staff engages in learning as much as possible about students, families, and their school/life experiences. This provides much information to better provide all-around support plans, strategies, and services. A focus area for improvement is trust-building on an accelerated scale, as many students are with us for just a short time.|4|5|5|5|5|5|5|5|5|5|5|5|2021-06-09||2021 54105460125542|Sycamore Valley Academy|3|The Superintendent provides the opportunity for all families give feedback, ask questions, and seek clarification during monthly parent forums throughout the school year. The LEA will consider hosting parent forums for just Spanish speaking families if the need arises.|Teachers meet two times during the school year with parents for the purpose of discussing student academic progress in additional to more touch points as needed. The LEA will improve the engagement of underrepresented families through the consistent use of translation services during these conferences.|During the 2020-2021 school year, Sycamore Valley Academy used a local organization climate survey in which 168 parents participated. The parent survey was aligned to meeting the goals outlined in SVA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to the LCAP state priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning. The LEA will improve the engagement of underrepresented families by forming an ELAC committee once ELL enrollment numbers meet 10% of the school's population.|4|5|4|5|4|4|4|4|5|5|5|4|2021-06-17||2021 54105460135459|Blue Oak Academy|3|The Superintendent provides the opportunity for all families give feedback, ask questions, and seek clarification during monthly parent forums throughout the school year. The LEA will consider hosting parent forums for just Spanish speaking families if the need arises.|Teachers meet two times during the school year with parents for the purpose of discussing student academic progress in additional to more touch points as needed. The LEA will improve the engagement of underrepresented families through the consistent use of translation services during these conferences.|During the 2020-2021 school year, Blue Oak Academy used a local organization climate survey in which 153 parents participated. The parent survey was aligned to meeting the goals outlined in BOA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to the LCAP state priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning. We will improve our engagement of underrepresented families through the formation of ELAC committee at Blue Oak Academy.|4|5|4|5|4|4|4|4|5|5|5|4|2021-06-17||2021 54105465430327|La Sierra High|3|La Sierra families participate in both the School Site Council and Parent Teacher Organization. Parent/Guardian leaders provide direction for the development of the LCAP and school priorities for continuous improvement efforts. All meetings are held in both English and Spanish. We continue to re-evaluate our meetings to make adjustments to engage underrepresented families. La Sierra utilizes the California Healthy Kids Survey due to the survey's depth of questions. It was also chosen for the quality of questions asked of parents and students. In addition, several surveys are sent out during the Academic Year for Parent/Guardian input.|90% or more of parents reported that they feel safe sending their students to school, buildings and grounds are clean, encourage student/parent partnerships, can communicate with all members, are invited to attend, implement, and evaluate school programs.  They feel valued and can provide input into decisions made for the school.|La Sierra parents participate in Parent Teacher Advisory PTO, School Site Council, ELAC and DLAC committees. La Sierra conducts two Parent Teacher Conferences per year with approximately 70% parent participation.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-09||2021 54105466119291|Eleanor Roosevelt Community Learning Center|3|ERCLC’s currently has multiple opportunities through parent meetings, surveys, and events to gather input on all areas of the school including climate, resources, instruction, needs and support. As a new Title 1 school, our priority next year will be to have a strong School Advisory Committee to ensure we consistently gather input from all stakeholders and we will ensure we have a balance of members from underrepresented families.|ERCLC’s current strengths in building partnerships is providing families with instructional and curricular support and resources, including ensuring they know how to access both school and community resources. ERCLC even offers parent workshops in many different areas. Through continuous improvement, the school will develop stronger systems of support for our underrepresented families and will build stronger community connections to build bridges for additional support and opportunities for our families and students in the areas of resources, work based learning, and social emotional support.|Our staff excels at building relationships with families and supporting their learning experiences. The team will continue to improve personal capacity and performance in this area and work on supporting families from all backgrounds. As a rural homeschool, the school will ensure all student subgroups have additional accommodations and access to a welcoming environment including translating materials into the local primary language - Spanish. ERCLC will also continue to work on improving communication and additional systems for ease of access.|4|3|4|4|3|4|3|4|4|3|3|4|2021-06-29||2021 54717950000000|Allensworth Elementary|3|During the 2020-21 school year, AESD re-activated the School Site Council, ELAC and Parent Advisory Group. We were able to send updated information to families by a school wide texting system, webpage, written communications, and postings on our electronic message board. We have just completed the installation of Fiber-optics as well as increasing the connectivity within the school. We have utilized various funding sources to ensure we increase parent and stakeholder engagement for all families.|Allensworth ESD, was able to improve engagement to unrepresented families, During this year, AESD provided students, parents, community and staff various surveys to identify areas of improvement. AESD strength was establishing communications both to stakeholders and from stakeholders to the district. The biggest challenge was the lack of quality internet both in the school and in the general community. AESD was able to provide every student, either a chrome book or tablet and hotspot to ensure connectivity for distance learning. AESD also provided all families workshops and training on several issues including how to engage virtual through technology.|We identified the need for parent training in the use of technology. Most families in our community do not have internet access. During the summer of 2020, AESD provided a survey to families that asked if they had a laptop or other computer and do they have internet access. The survey results were 44/48 families did not have either a device or internet. With those results, AESD, provided devices and hotspots to all families, along with that AESD provided all families with training on how to use the device and how to connect with the classroom for instruction, information and communication with not only the teacher but the school. Administration held several virtual and reduced stakeholder meetings throughout the school year.|4|4|3|4|3|4|3|4|3|3|4|3|2021-07-01||2021 54718030000000|Alpaugh Unified|3|One of the goals we set that continues to be a challenge is including families in the decision making process via SSC and ELAC. During the pandemic this was extreme challenge for me as a new Superintendent/Principal. We have taken steps to ensure this is a priority moving forward. We have also taken multiple surveys to gauge parent interest and thinking. That data will help in guiding our decisions moving forward. We will continue to monitor our growth in this area via student, staff, parent, and community surveys. In planning for next year, we have calendared LCAP committee meetings as well as all parent group meetings. We believe this will increase the fidelity of these meetings moving forward.|One of the goals we set that continues to be a challenge is including families in the decision making process via SSC and ELAC. During the pandemic this was extreme challenge for me as a new Superintendent/Principal. We have taken steps to ensure this is a priority moving forward. We have also taken multiple surveys to gauge parent interest and thinking. That data will help in guiding our decisions moving forward.|The district has implemented Seesaw as two way communication to share with parents regarding student progress. Grades 6-12 utilize Google Classroom as well. in addition, this year we added Blackboard as a means to better reach our families to communicate. We updated our website, and added an electronic marquee. All of these are means increase communication with families and the community.|5|5|5|5|4|4|4|4|5|5|4|4|2021-06-24||2021 54718030112458|California Connections Academy@Central|3|We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making. It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input.|We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home. We work hard to partner with caretakers and assist them in taking an active role in their students’ education.|We are very proud of our bi-weekly contact rate with our students and their families. We will continue to work to increase this. Additionally, we will find ways to better communicate with our families in their home language.|4|5|3|5|4|5|4|4|4|4|4|4|2021-06-22||2021 54718110000000|Alta Vista Elementary|3|Alta Vista E.S.D. has taken steps to improve access to the decision making process. While the district has been effective in getting parents to engage and provide actionable input, the district is still interested in improving this area. As parent gain more knowledge through our parent outreach and support with our newly implemented counseling center, the two-way dialog will improve. The current goal is to build the knowledge of the parent so that parents feel more equipped to provide helpful and innovative input. In addition, the 0-3 program implementation will further provide parents an avenue to provide input and build their capacity to engage in the school community.|Alta Vista E.S.D. currently provides ample PLC time for teachers to develop the curriculum. To improve student outcomes, the PLC times are used to develop plans and assessments that are equal and consistent with partner teachers within the same grade level. The Student Information System is used to share plans and assessments developed by the PLCs. We are currently working to increase our parent participation in the Student Information System as many struggle with technology knowledge or affordability. We are also strong with Parent-Teacher Conferences and many parents engage with the process each trimester.|Alta Vista E.S.D. utilizes surveys, parent nights, and well-attended online participation from parents and community member. Our administrator and teachers are active with parents and community members when they visit our campus. Parent Teacher Conferences, monthly student and family activities to engage with the school, teachers, and community members. To increase two-way communication we have used surveys in target languages for parents to understand and interact, as well as providing adequate bilingual staff to easily engage with our diverse demographics.|4|5|3|4|4|4|3|3|3|3|3|3|2021-11-10||2021 54718290000000|Buena Vista Elementary|3|Through the work of our staff, but especially our social worker and our family service worker, we will keep the lines of communication open with our families, especially those of our underreparesented students. Regular checkin via the phone or zoom meetings and hopefully in-person meeting will provide increased engagement opportunities for our families.|With the return to in-person instruction, our families biggest concerns were their children's achievement and social-emotional state of being. In other words, they were concerned that their children would be behind in their school work and worried rather or not their child's friends would still be a good support. Based on this feedback,we have taken these concerns into consideration in the development of our LCAP , our ELO and ESSER III plans.|Engagement with parents is definitely a strength for Buena Vista. Teachers are accessible daily for in-person conference or by phone. Teachers are often in front of the school greeting students as they walk in. However we also know that there is always room for improvement. We are working to have our underrepresented families participate in greater numbers in decision making opporutinities such as our School Site Council or ELAC/DELAC meetings. COVID has made in-person meetings difficult, but we will resume our monthly coffee and donut meetings soon. These meetings are more informal, but many times parents are more willing to share thoughts during less structured opportunities.|5|5|4|4|5|3|4|3|3|3|3|3|2021-10-13||2021 54718370000000|Burton Elementary|3|The district is working to improve the trainings and opportunities for parents to be partners in decision making. Some of the way this has been done is adding additional trainings and webinars as well as ensuring that parents who participate on the various councils have the appropriate training and resources. As a result of all of this the district has met the requirements for this priority.|The district is continuing to build partnerships with both families and the community. This is done through events and the hiring of additional staff to support both students and parents.|The district has worked over the years to build a culture of positive relationships with both students and families. This is done through hosting events, providing parent trainings and giving parents the opportunity to be engaged in the school environment.|4|4|3|4|4|4|4|4|4|4|3|3|2021-06-21||2021 54718370109009|Summit Charter Academy|3|The district is working to improve the trainings and opportunities for parents to be partners in decision making. Some of the way this has been done is adding additional trainings and webinars as well as ensuring that parents who participate on the various councils have the appropriate training and resources. As a result of all of this the district has met the requirements for this priority.|The district is continuing to build partnerships with both families and the community. This is done through events and the hiring of additional staff to support both students and parents.|The district has worked over the years to build a culture of positive relationships with both students and families. This is done through hosting events, providing parent trainings and giving parents the opportunity to be engaged in the school environment.|4|4|3|4|4|4|4|4|4|4|3|3|2021-06-21||2021 54718520000000|Columbine Elementary|3|Columbine had an exorbitant amount of extra meetings due to the many stakeholder requirerments. Parents and community members enjoyed them. We will continue to invite everyone and encourage even more engagement.|Zoom meetings increased community participation. Teachers have established good rapport with the parents. Many parents sat in on our daily Zoom lessons. Columbine continues to communicate with reluctant participance. A good example is our effort to reach every parent for Parent / Teacher Conferences. We will continue extra effort to make sure that everyone participates.|Columbine went to many houses during the 2020-21 school year. We assisted families with academics and many facets of technology. Numerous phone calls took place to keep contact and assist parents to help their children iduring distance learning. the Principal did two surveys during distance learning - many of the contacts were direct phone class. the Columbine staff has a great rapport with its community.|5|5|5|5|4|5|5|5|5|5|5|5|2021-10-15||2021 54718600000000|Cutler-Orosi Joint Unified|3|Cutler-Orosi JUSD is centered around building the capacity of and supporting family members to effectively engage in advisory groups and decision-making as it is an established Local Control and Accountability Plan goal. All schools invite and encourage parents to engage in school advisory groups in order to build a collaborative relationship and engage parents in decision-making. Schools have established parent advisory committees; School Site Councils (SSC) and English Language Advisory Committees (ELAC). Committees meet monthly to analyze program data and student achievement. Committee members provide input on: Single Plan for Student Achievement (SPSA), categorical budgets, parent engagement opportunities, instructional programs, and reclassification criteria. Two parent advisory committees (District Advisory Committee (DAC) and the District English Language Advisory Committee (DELAC)), exist at the district level. These committees are composed of parent representatives from each school site,The District meets regularly with the DAC and DELAC to seek input on decisions to be made regarding instruction, parent engagement opportunities, the Parent Involvement Board Policy, the Parent and Student Compact, Local Control Accountability Plan, LCAP Addendum, and categorical budgets. Cutler-Orosi JUSD believes in systematic inclusion of families in activities and programs that promote the student’s learning and development. Building the capacity of principals and staff to effectively engage all families with opportunities to provide input on policies and programs is an area of focus. The District will support principals in establishing other methods of engaging families, especially families of underrepresented groups, such as parents of migratory children and/or parents/guardians of foster students in advisory committees.|Building partnerships to support improvement in student outcomes is a priority for Cutler-Orosi Joint Unified School District. The District has established routines and procedures for supporting families to understand and exercise their legal rights and advocate for their own students and all staff. All parents are invited to attend LCAP forums, School Site Councils (SSC), English Language Advisory Committee (ELAC), District and Site Level Parent Advisory Committees. At SSC and ELAC meetings, parents are informed about Uniform Complaint Procedures (UCP) and stakeholders rights to file a complaint. The District has a Parent-Student Handbook which contains many district policies and procedures including Uniform Complaint Procedures. The parent/guardian of every student is provided a copy. The handbook is provided in English and Spanish to ensure parents understand. In addition, COJUSD’s Family Education Center employs outreach aides who work with families who have been referred for assistance in parenting, social- emotional counseling, or drug-alcohol counseling. The Family Education Center is a community resource center for stakeholders to drop-in and seek assistance with school matters or other personal matters. Outreach aides support families in understanding and exercising their legal rights and advocating for their students. Outreach aides serve as liaisons between schools and families to help ensure the families' concerns/needs are addressed. In addition, at the secondary level, Parent-Student Advocates provide additional support services to students who are academically below grade level or at-risk of not graduating. Parent-Student Advocates serve as liaisons between teachers, parents, and students. Parent-Student Advocates support families in advocating for their students. The District will continue to research professional learning opportunities and support for teachers and principals to improve a school’s capacity to partner with families. Sites currently hold parent educational meetings, parent conference/report card nights, Back to School Night, Open House, and other events; however not all families are engaged or connected to school and/or district.|Building relationships between school staff and families is foundational in the success of all students. Cutler-Orosi JUSD is committed to educating teachers, support staff, and administrators, about the importance of collaborating with parents and establishing a cohesive partnership. Developing multiple opportunities for the district and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families was increasingly more important during school closures, Distance Learning, and Hybrid Learning than in the past. The District established protocol to connect with families through a variety of means, including: the Remind App, Google Classroom, Google Voices accounts, Social Media, email, parent advisory committee meetings, and community forums, both virtual and in person. The aforementioned platforms remove language barriers by translating messages to the primary language identified in the Student Information System. The District is committed to re-establishing a welcoming environment for all families in the community. Such environments were interrupted by COVID restrictions during the 2020-21 school year. Events were limited to virtual or small in-person groups. Volunteers have not been allowed on campus in order to decrease COVID exposure risks.|3|4|3|4|3|4|4|4|4|4|4|4|2021-06-17||2021 54718940000000|Ducor Union Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process. We’ve employed many strategies to meaningfully involve parents in this process with the result that their specific concerns and recommendations have played a significant role in the district LCAP. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress is being made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to increase parent understanding of specific strategies to collaborate with their child’s teacher in the educational program.|Strengths in the area of building partnerships for student outcomes include strong efforts to assure that every parent and student understand and exercise their legal rights and to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support for teachers and administration to improve our capacity to partner with families and providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas. The district parent resource center and community liaison are important in these efforts.|Ducor has worked to build strong relationships between and among stakeholders. The LCAP development process has been a valuable asset in bringing people together to support improved student outcomes. Strengths include administrative support for certificated staff to collaborate with families and involve parents in their child’s schooling; parent reports that Ducor School provides a safe and welcoming environment for family engagement; and improved opportunities for two-way meaningful communication between our school and parents of all subgroups. Technology has greatly improved this communication and promises to bring more improvements in the future. Progress continues to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-29||2021 54719020000000|Earlimart Elementary|3|Earlimart School District promotes parent engagement via social media and solicits the opinion of various parent groups for budget making, LCAP planning and ESSER funding. An area to improve upon is creating an aligned district calendar in order to prevent conflicting event dates/times.|Parent Liaisons translate at all school/district meetings, parent conferences, and parent education classes. Earlimart School District has also began to provide professional learning for teachers, administrators and classified staff on a monthly basis. An area to improve upon is communicating the academic progress of students on a more frequent basis, aside from Trimester report cards. Parent meetings, grade checks and performance on district assessments needs to be communicated to parents in English/Spanish.|Each school notifies parents/community members via social media, Class Dojo, Blackboard and sends home flyers to promote parent engagement. Each student currently possesses a Chromebook and the school/district utilizes the technology to send home surveys using a QR Code to access immediately. An area to improve upon is hosting events at a time where parents can attend, not just during the school day. These events include: awards assemblies, promotion ceremony, Visual and Performing Arts assemblies, etc.|4|4|3|4|3|3|3|3|3|3|3|3|2021-06-15||2021 54719440000000|Hope Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.|Strengths include administrative support for certificated staff, parent reports that Hope School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-16||2021 54719510000000|Hot Springs Elementary|3|Hot Springs School is a Necessary Small School and as such has only a few students located in a small mountain community. Most families know each other and interact with each other in the community and at school. With only 4 families and 8 students the opportunity to get to know students and families is much easier than in large communities. In the school setting all families have opportunities to participate and be involved in their student learning. We normally have 90%-100% participation, although Covid has changed for now. It is expected to resume as the Covid restrictions are eased. Communication is always ongoing with parents of all students able to meet with administration and teachers quickly if needed. During Covid Restrictions this has been done outside, on individual basis and by Zoom or telephone. Parents have an active Parent/Community group that meet on a regular basis with school staff to discuss and plan activities that support students learning. As a result the school has very little discipline issues. The District has only had two days of suspension in the last 5 years and those were quickly addressed by the parent and staff. Parents are continually offered the opportunity to volunteer at the school and many do volunteer, but has been restricted during COVID.|Again, being a Necessary Small School, and as such, having only a few students located in a small mountain community makes this easier. Most families already know each other and interact with each other in the community and at school. With only 4 families and 8 students this year, the opportunity to get to know students and families is much easier than in large communities. The district has used regular parent/community member group meetings to communicate programs for improving student success. This group has been involved in planning activities to encourage parent/community participation and communication. The district also uses an annual survey to gain further information where improvements can be made and to give parents a chance to voice concerns anonymously. Parent conferences can occur any time a parent has a concern or a staff member needs to discuss a concern with the parent. A booklet is provided to all families listing and explaining all of their legal rights and their right to advocate for their student. Since we only have 8 students it is easy to insure that all students and parents are included. All socioeconomic and cultural groups are included and made to feel comfortable in participating. During the Covid restrictions meeting were held outdoors of in a community center where all social distancing could happen and masks were required. We have also had meeting using the Zoom meeting format for parents who preferred that approach. Individual parent/staff phone calls are used regularly to keep in communication. Staff has basically daily contact with parents when they drop of the students or pick them up. The staff is always at the student drop off point to greet the students and families.|Hot Springs is a Necessary Small School with very few students. We had 19 students in 2020-2021 school year. The 2021-2022 school year has started with 8 students. With such a small number of students and families, who all live in a small community, it's somewhat say to communicate on a regular basis. The teacher lives in the community so they know all students and families. We do not have any family that we do not communicate with on a regular basis. Even though Covid has limited parents visiting the classroom, staff continues to meet with parents outside of the classroom.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-12||2021 54719690000000|Kings River Union Elementary|3|Kings River Union Elementary School District continues to engage families in decision making and to encourage participation on advisory groups. KRUESD has two essential advisory bodies that are comprised of parents and school personnel. The School Site Council and the English Learner Advisory Committee are important avenues for collaboration and planning for our district. The district annually provides training to all members, especially parents, who serve on these bodies to understand the role of the committee and in how to advocate for their students’ needs. Kings River Union Elementary School District also leverages partnerships with local community entities so that we can seek input into decision making through community collaboratives. Kings River Union has long standing relationships and seeks input from several local community groups; including Citizens for a Better London, London Community Aid Program, Save the Children, London Preschool, Hodges Community Center (Proteus), Kingsburg Rotary, and Kingsburg Community Education Foundation. Administration and other staff members regularly attend meetings and events with these community partners and seek their input on school wide initiatives and programs. Kings River Union also employs school social workers and academic counselor to work directly with parents to empower and train them to be active participants in the educational process.|Kings River Union Elementary School District (KRUESD) utilized two separate annual surveys to determine parent satisfaction and engagement with our school. The first survey is sent to every family in our TK-8th grade single site school district to gather information from parents/guardians. The survey data is annually shared with the KRUESD Board of Education and school staff, School Site Council, and the English Learner Advisory Committee. The survey respondents overwhelmingly indicated (92%) that they are satisfied with KRUESD. The second survey administered at KRUESD is the California Healthy Kids Survey and it was given to all KRUESD 5th grade students and 7th grade students, all parents, and all staff. KRUESD selected to administer the California Healthy Kids Survey to all Kings River Parents because this survey allows us to have more refined data about perceptions of our school district from parents, staff and students regarding safety, equity, and access to high quality instruction. The data from this survey indicated that 95% of parents felt welcomed to participate at KRUESD, 100% of parents felt that they were treated with respect, 100% felt that their concerns were taken seriously, 88% felt support was provided if needed, and 100% felt well informed about school activities. This data demonstrates that KRUESD connects with parents and that parents feel appreciated by the teachers and staff. The difficult circumstances of 2020-2021provided limited opportunities for parents to participate in school events. There were multiple virtual community events held and at each event more than 100 families tuned in to participate in community building activities. Events included a Family Literacy Night, a Family Paint Night, and a Family Game Night. KRUESD believes communication with families is essential and all communication home (phone calls, text messages, notes, flyers) is in English and Spanish, the two dominant languages within the district. Parent-teacher conferences were held virtually but attendance was high with more than 90% attending; this opportunity is used to build parent knowledge of instructional programs while soliciting feedback on these services for their children. The annual survey method was selected because it has been successful in getting feedback from parents and the survey data has been utilized each spring during the cyclical Local Control Accountability Plan (LCAP) review to determine if actions need to be added, revised, or removed from the LCAP. Goal 5 in the KRUESD LCAP is directly tied to parental engagement; KRUESD will improve support for all students and families by providing opportunities for increased parental participation, program decision making, and learning opportunities.|Kings River Union Elementary School District is and has always been committed to fostering and strengthening our school and family partnership to foster a positive school environment and improved student achievement. KRUESD recognized that parents need to have more up-to-date information regarding their students’ grades and performance on state tests. There are additional parent-teacher conferences for those students who are at risk of not being able to participate in 8th Grade Promotion and made a concerted effort to get parents engaged in helping their students meet the demands of school so that they will participate. In addition, we put in place the necessary system changes so that students had access to their test and grades through the SIS Student Portal, and parents now have access to their student’s information through the Parent Portal. These changes have helped teachers, parents, and students communicate in a timelier manner and allow parents the access to necessary information, empowering them to help their students succeed. The KRUESD English Learner Committee and the School Site Council provide an important avenue for parent and school collaboration and problem solving. However, KRUESD is a rural district and we also partner with local committee groups in London and the surrounding area so that we can communicate our goals and get input into the needs of our committee. In light of this desire to communicate our goals and to seek input about our students’ education needs, KRUESD develops and mails out a Newsletter three times per year to connect the community to our work at Kings River Union Elementary School. The past year of distance learning has spot lighted the need to support and educate our families in the use of general and educational technology. Through the use of the virtual meeting platform, KRUESD was able to connect with families during a very difficult year. However, there were many challenges and this is an area that can be improved through additional parent training and outreach.|4|4|4|3|3|3|4|2|3|3|3|3|2021-06-14||2021 54719850000000|Liberty Elementary|3|Parent feedback at virtual outreach events, LCAP Community Forums and stakeholder surveys were used to guide the creation of the 2021-22 LCAP Goals, actions, and services which align with our school improvement goals and action plan items. LPTC and SSC members have been active leaders in contributing to the engagement of additional parents. Parent feedback on SPSA development and LCAP goals is solicited, encouraged, and has been a key element throughout the development of our LCAP. The primary area of focus have been supporting families with resources (student services, and assistance, etc.), connecting via calls, emails, and virtual meetings. Build trusting relationships with collective perspectives through establishing a team of district - and school-level educators, staff members, family members, and community representatives for planning. Include educators and staff who have roles in different programs, such as Special Education, Title I, English Learner Services, Student Services, and Health and Wellness, to align family engagement activities across district initiatives. Seek family diversity in the district to ensure that the voices of all families are reflected in the design, implementation, and evaluation of family engagement and opportunities to provide input for decision making. Using this partnership model for planning and development of specialized curriculum, parent training offerings, and experiential learning excursions. Parent and community stakeholder input will be gathered during phone interviews, requested information during district meetings, Principal meetings, and small group discussions.|Ongoing phone calls, Parent-Teacher conferences, Parent Communication through the Parent Square App, and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via virtually, IEP and 504 meetings and teacher calls to parents. Parent support, including translation and information, is provided for IEP and 504 meetings, transition meetings, parent-teacher conferences, student exhibitions of learning, back to school and open house family events. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (A-G Requirements, AB 2121 and local and state assessments among others), transition opportunities, attendance, restorative practices, drug, tobacco use and vaping, and use of technology.|Office staff, teachers, support staff, parents, and administrators worked jointly to support families with distance learning, social-emotional support, and virtual parent involvement. School Triage Social Workers, the school psychologist, the Intervention Resource Classroom Teacher and Rehabilitation Management Case Workers assisted teachers, students, and families to increase parent involvement and participation during all meetings. Parent involvement is often discussed at monthly leadership team meetings, where opportunities and initiatives are reviewed for further dissemination throughout our school. Trainings are provided to the following teacher/staff committees: Special Education, Attendance and Office Assistants, and Student Support Specialists. Expansion of resources and a focus for improvement will continue to improve multiple methods of family involvement in a virtual method; until it is safe to return to an open campus for parents and volunteers in the future.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29||2021 54719930000000|Lindsay Unified|3|Currently, Lindsay Unified plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP stakeholder meetings, and other work with local advocacy groups. The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Lindsay Unified will work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents. Specific district staff have been connected with the advisory groups to begin this work.|The school sites utilize phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English. The District utilizes Empower to allow parents to check learner progress 24/7. Training on how to use the program is held on school sites throughout the year. Conferences are held three times a year to keep parents up to date and encourage their support in their child’s learning. It is mandatory that all parents are met with during the November conferences and all parents of at-risk learners are met with during all conference windows. Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Blended Learning Assistant to support technology with parents, an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families.|The District has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. The school sites have increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support. All school sites are bringing together stakeholders to create a new vision for the school site with input from all. The District has recently adopted board policy and district procedures to ensure all stakeholders have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation. The District will work to provide training to staff focused on explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds, increasing two-way communication, and building trust. The District has created a new position to support the full implementation and sustainability of family engagement and support.|3|3|3|4|3|3|5|1|3|3|3|3|2021-06-07||2021 54719930124776|Loma Vista Charter|3|Currently, Lindsay Unified plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP stakeholder meetings, and other work with local advocacy groups. The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Lindsay Unified will work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents. Specific district staff has been connected with the advisory groups to begin this work.|Loma Vista utilizes phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English. The District utilizes Empower to allow parents to check learner progress 24/7. Training on how to use the program is held on school sites throughout the year. Conferences are held three times a year to keep parents up to date and encourage their support in their child’s learning. It is mandatory that all parents are met with during the November conferences and all parents of at-risk learners are met with during all conference windows. Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Blended Learning Assistant to support technology with parents, an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families.|The District has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. The school sites have increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support. All school sites are bringing together stakeholders to create a new vision for the school site with input from all. The District has recently adopted board policy and district procedures to ensure all stakeholders have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation. The District will work to provide training to staff focused on explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds, increasing two-way communication, and building trust. The District has created a new position to support the full implementation and sustainability of family engagement and support.|3|3|3|4|3|3|5|1|3|3|3|3|2021-06-07||2021 54720090000000|Monson-Sultana Joint Union Elementary|3|The District has an established leadership team that works collaboratively in a positive manner. The District struggles to get meaningful participation in advisory groups. It is not for a lack of effort.|The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums for underrepresented families.|The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums for underrepresented families.|4|4|4|4|4|3|5|4|4|3|3|4|2021-06-15||2021 54720170000000|Oak Valley Union Elementary|3|Parent involvement at Oak Valley UESD is limited to the same parents and the district needs to do a better job at extending its opportunities for parents to participate in the decision making process of the district. Parents need to understand their role in this process. This is where training opportunities on best practices to get parents more involved would be helpful. Merely inviting parents to meet at various time throughout the year is not working. Very few parents show up to SSC/ELAC, Principal Forum, and our Superintendent lunches. One area of change for the 2021-2022 is that we will be adding Parent Square, an online app that will communicate more frequently and effectively to parents.|The SPED department, which is run by the county office of education, does an outstanding job communicating and meeting with families. They spend ample time discussing with parents how their child is performing and explains various avenues to support their child at home. The Family Resource Center has provided families with online training in various topics such as helping their child with distant learning, and how to use the technology that was sent home. The Parent Liaison has also worked diligently at making contact with our homeless parents, migrant parents, and ELL parents. Twice a year teachers meet with 100% of their parents during parent conferences. For this year it occurred virtually and participation continues to be 100%. Bilingual assistants are available for all parent conferences in order to ensure high quality communication. There is one area that we can improve upon and that is in providing professional learning and support to teachers and the principal to improve our capacity to partner with families to ensure their feeling of being welcome. Parents have indicated that they would like to participate more in the classroom but some feel that they are not welcome. This may be due to a cultural difference, lack of relationship building between parent and teacher, or just lack of opportunity. This is where professional training could benefit Oak Valley.|Oak Valley has always been known for its small, family-like environment due to its small size. Although, through various parent surveys it has been recognize that there is a small group of ELL families that do not feel supported and do not feel comfortable in talking with their teacher. This could be due to a language barrier but also because of a cultural barrier. The district does have a Parent Liaison and a Bilingual Aide that help with making connections with bilingual families but this is an area that can continue to be developed.|2|2|2|3|1|4|4|5|2|2|2|2|2021-06-22||2021 54720250000000|Outside Creek Elementary|3|Currently, Outside Creek School has 80% of the school board being parents of the students. The school reaches out to underrepresented groups by providing bilingual notifications and information. Outside Creek provides opportunities for input in decision making by sending home bilingual surveys as well as having ELLs parents review the LCAP and spending for ELLs.|Being a K-8 rural school with 125 students, Outside Creek is able to provide a small family atmosphere where the staff know many of the families as well as older siblings who have attended Outside Creek. Outside Creek continues to provide families with frequent social and academic feedback through online platforms such as Class Dojo, printed progress reports, phone calls, and emails. Outside Creek focuses on parent conference attendance which is approximately a 95% participation rate. Furthermore, 75% of staff speak conversational Spanish which engages underrepresented families since a high majority of the families speak Spanish. Research shows that building relationships with families also has positive results for students outcome. One challenge is building support for student learning and development at home. In particular, many of our families do not have the skills to provide learning support to their children especially as the children enter middle school. By building strong relationships with frequent communication, the staff is able to support the student learning at home as much as possible.|Being a K-8 rural school with 125 students, Outside Creek is able to provide a small family atmosphere where the staff know many of the families as well as older siblings who have attended Outside Creek. Outside Creek continues to provide families with frequent social and academic feedback through online platforms such as Class Dojo, printed progress reports, phone calls, and emails. Outside Creek focuses on parent conference attendance which is approximately a 95% participation rate. Furthermore, 75% of staff speak conversational Spanish which engages underrepresented families since a high majority of the families speak Spanish.|4|5|4|4|4|4|5|5|5|5|5|5|2021-10-14||2021 54720330000000|Palo Verde Union Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Examples are campus and classroom environment improvements, protection of small class sizes in the primary grades, and expansion of pre-school. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include continued professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas. The district will continue to support the community liaison’s critical role in this process.|By far, the greatest strength of Palo Verde’s engagement efforts is that all stakeholders are truly involved and committed to the continuous improvement process. Strengths include administrative support for certificated staff, parent reports that Palo Verde School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be deepening use of successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-29||2021 54720410000000|Pixley Union Elementary|3|Strength was found in area of seeking input, but strategies to engage families and professional learning for staff was a relatively lower area. Community engagement opportunities and strategies will be a PD focus for leaders.|Strength was determined to be programs to help school and families work together. Area of focus will be helping families be advocates and understand rights. Our family resource center will make this a focus area for 2021-22|Strength was in the area of 2 way communication. Area of focus will be on supporting staff in cultural learning and welcoming environments.|4|4|4|4|3|3|4|3|3|3|3|3|2021-10-12||2021 54720580000000|Pleasant View Elementary|3|Those of us in the education community know that student and family partnerships play a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. The implementation of the (LCFF) has placed a renewed emphasis on students, families and educators working together as partners. Pleasant View has made great strides to make the school a more welcoming environment for parents and students to provide input into this process. Pleasant View continues to work alongside the advisory groups at the school to bring them the information they need to make the most informed decisions about the school and their child. Pleasant View continues to be future focused on the skills and knowledge, students will need in the future. The challenge is to educate parents and advisory groups as to what those skills and knowledge will be and how that translates into the education of their child. Pleasant View knows that its extremely important that advisory groups and staff engage all stakeholders in the process of making decisions for the school. The school has planned many activities to engage parents and students this school year in order to begin building the capacity of these stakeholders to make the decisions to drive improvement for all learners. Pleasant View is always looking for ways to reach out and partner with our underrepresented families. We understand that making the school a safe and caring place where parents feel comfortable coming is critical to our success. We continue to plan multiple events throughout the year to try and reach all families. We also utilize our community liaison to reach out to families. The school has multiple measures it uses through a variety of student and parent surveys to measure progress. 92% of parents reported being involved in making decisions that affect their child’s education. Our target is 90% or greater. • 93% of parents reported being informed of the goals and objectives of the instructional programs. That compares to 90% from last year. Our target is 90% or greater. • The metrics have been established in our LCAP in Goal 3 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our parents and students in this process.|Those of us in the education community know that student and family partnerships play a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. The implementation of the (LCFF) has placed a renewed emphasis on students, families and educators working together as partners. Pleasant View has made great strides to make the school a more welcoming environment for parents and students. The school hosted a back to school night followed by a family fun night giving parents and staff a greater opportunity to begin building relationships. The school has scheduled student showcase nights, where parents can come and see student work. Many field trips have been planned to include as many parents as possible to again provide opportunities for parents and staff to begin to build relationships. The school has started a welcoming committee to provide tours to new families and students to explain and answer questions about the education environment at Pleasant View. The school has identified the greater need to partner with parents. To inform them of the progress of their child academically and social emotionally. There is also a need to seek parents’ goals for their children in this process. The school has multiple measures it uses through a variety of student and parent surveys to measure progress. Pleasant View is always looking for ways to reach out and partner with our underrepresented families. We understand that making the school a safe and caring place where parents feel comfortable coming is critical to our success. We continue to plan multiple events throughout the year to try and reach all families. We also utilize our community liaison to reach out to families. The school has multiple measures it uses through a variety of student and parent surveys to measure progress. 99% of parents reported being satisfied with educational programs at our school. Our target is 94% or greater. 100% of parents of children with special needs reported being satisfied with educational programs at our school. Our target is 90% or greater. • 99% of parents reported feeling welcome at school. The target was 95%. The metrics have been established in our LCAP in Goal 3 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our parents and students in this process.|Those of us in the education community know that student and family partnerships play a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. The implementation of the (LCFF) has placed a renewed emphasis on students, families and educators working together as partners. Pleasant View has made great strides to make the school a more welcoming environment for parents and students. The school hosts monthly meetings on a variety of educationally related topics to give stakeholders access to information and provide them with an opportunity to ask questions and provide input. The school also recognizes the need to continue to find ways to meet with parents and discuss ways to improve outcomes for their children. Pleasant View is always looking for ways to reach out and partner with our underrepresented families. We understand that making the school a safe and caring place where parents feel comfortable coming is critical to our success. We continue to plan multiple events throughout the year to try and reach all families. We also utilize our community liaison to reach out to families. The school has multiple measures it uses through a and has found multiple ways through the last 14 months and the COVID-19 Pandemic to communicate and reach out to families. The metrics have been established in our LCAP in Goal 3 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our parents and students in this process.|3|2|3|2|2|2|2|1|2|2|1|2|2021-06-22||2021 54720820000000|Richgrove Elementary|3|RSD has used surveys that can be accessed online or hard copy to get information and input from all stakeholders. Further input comes from parent advisory groups like SSC and ELAC. Staff has the opportunity to give feedback and suggestions not only in surveys but during Leadership and staff meetings held once a month.|"Richgrove has provided many opportunities for PD for the instructional staff. We also have monthly parents meetings with a different topic to help parents support their students at home. Parents have also had the opportunity to enroll in parenting class organizations we bring onto campus like ""Family Literacy"" and ""PIQUE."" RSD has also had math, science and reading night where teachers work with parents on home instruction and assistance. Our SSC, ELAC and yearly parent meeting are used to inform parents of their rights and opportunities. This however I feel is still a weak component as we rarely every have parents exercise these rights."|RSD has researched and implemented different platforms for members of the school community to reach out and communicate with families. With COVID we have had to become creative in how we communicate with parents. We have updated our website to allow for messaging with parents in a variety of ways. Teachers have adopted and use Class Dojo to talk to parents and our staff has access to Zoom to interact with parents virtually. Meetings with parents were held virtually and parents used the laptops and access points checked out to students.|3|4|4|4|5|5|5|3|4|4|5|3|2021-10-14||2021 54720900000000|Rockford Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.|Strengths include administrative support for certificated staff, parent reports that Rockford School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-11||2021 54721080000000|Saucelito Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include continued professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.|Strengths include administrative support for certificated staff, parent reports that Saucelito School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be deepening use of successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-15||2021 54721160000000|Sequoia Union Elementary|3|We have a strong School Site Council that is active in providing feedback, guidance, and direction to the School Administration in budgeting and plan writing for LCAP and the other plans that have been required by new COVID-19 funding sources like ESSER I, ESSER II, and ESSER III. We have many parents who also participate in Public Comment at the Board Meetings, which help the Board Members know the feelings of the community and helps them make key decisions on behalf of our students and school.|"We have dedicated a great deal of time, training, and resources to making sure that our Website is always up to date with information for parents; that we are using our ""Schoolmessenger"" system to communicate with parents on a regular basis, and that we offer training and resources to our parents when we begin something new, like Parent Portal for Middle School parents on PowerSchool."|"In the era of COVID-19 we have had to recreate the way we engage with parents and our community. We have learned how to do so on Zoom and other platforms, but this is not the same as ""in-person"" engagement. Thankfully, this year we got to have ""in-person"" teacher-parent conferences and that was a welcome experience for both our parents and our staff. As we continue to ""open back up"", we hope to be able to have our parents serves as classroom volunteers as we once were able to do."|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-21||2021 54721166054340|Sequoia Elementary Charter|3|We continue to progress and look back and critique ourselves.|We are strong with student engagement and parent outreach, but are making improvements.|We are continuing to make progress even through the COVID 19 pandemic.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-21||2021 54721320000000|Springville Union Elementary|3|The District has active parent support and input in district decision making procedures. Stakeholder input is key in the development of policies and programs for our students. Parent information is collected via Advisory meetings, surveys, and in-person communication. The District will continue to build on Family engagement opportunities for all students and their families inclusive of underrepresented families.|Student academic success has always been the primary focus of the District. Due to the learning loss experienced over the last year across the grade levels, our focus will be intensive instructional support, in addition to, meeting the social/emotional and mental wellness needs of our students and their families, inclusive of our underrepresented families.|District staff continues to build and improve parent/teacher/student communication including various ways to access teacher contact and instructional information. In addition to personal contact, the District uses platforms such as SeaSaw, Class DoJo, Google Classroom, and e-mail to enable parents and students teacher access. Parents, inclusive of underrepresented families, are given information and instruction on accessing the various platforms.|4|5|4|4|4|3|4|4|4|4|4|4|2021-06-21||2021 54721400000000|Stone Corral Elementary|3|Stone Corral annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. We are meeting with our SSC, ELAC, and Board to improve engagement of all families, especially unrepresented families|Stone Corral School administered a survey to parents. They key findings from the survey are one way to seek parent input in promoting parental participation in the school programs. The survey was a modified Healthy Kids Survey given in English and Spanish. The modified survey was constructed to make the questions succinct to ensure more parental participation. The goal was to provide the school with information directly from parents that can be used to foster positive learning and teaching environments, parent involvement, and student achievement, health, and well-being, as promoted in the Blueprint for the proposed ESEA reauthorization. The finding from the survey relate to the goals established in the Local Control Funding Formula priorities in the Local Control and Accountability Plan. 89% of parents rate Stone Corral as a school where they feel welcomed, safe, and is a good learning environment. Parent programs need to be expanded to get parents engaged at the school to help support student achievement. The PTA’s National Standards for Family School Partnerships will be used as a guide. Standard 1: Welcoming all families into the school community—Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Standard 2: Communicating effectively—Families and school staff engage in regular, two way, meaningful communication about student learning. Standard 3: Supporting student success—Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Standard 4: Speaking up for every child—Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Standard 5: Sharing power—Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with community—Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.|The school and community will look at the goals and outcomes to be used as to for developing metrics which will measure capacity growth among family and staff. Networks and connections will increase between the school staff and families. Families and staff will increase their connections to community agencies and services. Families and school staff will indicate an increase in their comfort level and sense of self-efficacy when engaging in home–school partnership events and activities. An increased number of families take on positions of leadership at the school or in the community. Families’ beliefs about the role they play in their children’s education will broaden to include multiple roles. Staff members’ core beliefs about family engagement will be discussed and documented. Staff and families’ belief systems about the value of home–school partnerships will be linked to learning and school improvement. The staff have a commitment to family engagement as a core strategy to improve teaching and learning.|4|4|4|3|2|4|3|3|4|4|3|3|2021-08-12||2021 54721400136507|Crescent Valley Public Charter II|3|One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 92% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. The pandemic was an obstacle early on last year, and our Parent Advisory Committee meetings decrease in attendance. We actively try to engage parents and make it point to have our materials in English and Spanish, when possible. The school will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “They are very strong and have constant communication with us as well, with emails, texts, and calls.” The school meets with parents/guardians at the beginning of the year to plan out their students courses for the year. Regular check-in occurs monthly. We always need to focus on communicating parental/guardian educational rights with all families. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and ELAC meetings. The school informs parents of their rights during IEP meetings. There is always room to improve when striving to engage underrepresented families. It would be helpful at orientation to further educate families on how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercise their legal rights.|Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 46 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 375 parents attending orientation, conferences and awards last year. Parents report the following, “We get messages regularly on the Parent Square App, and (there are) translators always translating in group meetings, and the staff makes me feel safe.” Parents shared that our school has built trust with students and parents. One parent shared, “I'm very pleased how my son's teacher always reaches out to us and gives us helpful information to help my son succeed,” and another shared, “They go out of their way to help you, showing you, they care.” Our staff communicates with parents/guardians through weekly phone calls, texts messages and email concerning student academic progress. Many staff members are bilingual and help with communication in order to meet the needs of our community. Our professional development includes education regarding our community's population to help us better understand and support our students. We get additional trainings to help us resolve socio-emotional issues and understand our current infrastructure to approach escalating student issues like a red folder scenario. We can do better at learning more about our students by having a stronger relationship with their parents to be able to speak about their goals and strengths.|4|3|4|4|4|4|4|4|4|4|4|4|2021-06-01||2021 54721570000000|Strathmore Union Elementary|3|Parent involvement opportunities exist at many levels at SUESD, including planning and designing programs, implementing strategies as volunteers in the classrooms, after school, and on committees such as School Site Council, GATE, ELAC and DELAC. Parents are recruited from all ethnic and socioeconomic groups in our district to be representatives on the above committees. The district also has an active Parent Teacher Organization (PTO) that organizes events throughout the year including Book Fairs, Red Ribbon Week, and other activities. Parents also have the opportunity to participate in the Migrant Parent meetings held regularly in the district. Parents are also encouraged to be involved in their child’s educational process through participation in “Top Dog” and academic awards assemblies, through scheduled and informal parent/teacher/student conferences, by participating as chaperones on field trips, through family math, literacy, and science nights, and through educational meetings such as gang awareness and gang prevention nights held at the middle school campus. Although the process has been modified due to COVID restrictions, this has mainly entailed meeting through distance formats and communicating through phone/text/email/messaging rather than in person for many of the meetings. Regular communications are distributed to parents in both English and Spanish and cover a variety of topics including beginning of the year welcome packets, monthly parent newsletters, notifications of all meetings and school events, school calendars, and student assessment and grade reports. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year, is available online on the District website and is available in print form whenever requested.|"One of the most important tools we have been using is The Leader in Me Principles (7 Habits) with our students. This program addresses three areas in our students’ lives that will have a direct impact on their success: Academics, to give them stronger analytical, critical-thinking, problem-solving, and creativity skills; School Culture, to keep our students in school every day, actively involved in their education and helping them to make good choices in their own behavior; and Life Skills, the personal and interpersonal skills needed to be successful in college, the workforce, their career, and their relationships with family and friends. Along with The Leader in Me, each campus focuses on character building through the Bull Pup Way and the Bull Dog Bite, reminding students daily that good behavior leads to a higher quality of life for themselves and those around them. An integral component of The Leader in Me is integrating the families into this training. We have established a Family Action Team and will begin training our families in the 7 Habits. These habits include: • Habit 1: Be Proactive • Habit 2: Begin With the End in Mind • Habit 3: Put First Things First • Habit 4: Think Win-Win • Habit 5: Seek First to Understand, Then to Be understood • Habit 6: Synergize • Habit 7: Sharpen the Saw"|For years we have used AERIES as our student information system. The student and parent portals allow students and parents access to student progress in every class and now also allows access to standardized test results. Integrated into AERIES is Parent Square. ParentSquare is a safe and secure platform for all school-to-home communication. It offers two-way group messaging, private conversations, district-wide alerts and notices, and simple user interface that helps keep everyone connected. Messages can be sent and received in any language, offering our parents the opportunity to communicate in the language they are most comfortable in, and providing a way for staff who are not multilingual to communicate with parents, regardless of their language of choice. We also use ClassDojo, a classroom communication app that shares reports between parents and teachers in our classrooms. It connects parents and teachers to provide information on a student's conduct and performance in the classroom through real-time reports. In addition, our Middle School teachers use Remind 101, which is a communication platform that allows teachers, parents, and students to communicate about what is happening in the classroom. We have created District Facebook and Instagram accounts to communicate with anyone interested through common social media platforms. This allows us to share with staff, parents, students, and the community at large all of the things happening at our school. Our school website has long been a source of information for all families about our District, including access to calendars, handbooks, and meetings. Our Parent/Teacher/Student conferences are student-led. The students explain to their parents what they have been learning during these conferences, which by design are conducted in the home language of the parents.|3|4|3|4|3|3|4|5|4|3|3|3|2021-10-11||2021 54721730000000|Sundale Union Elementary|3|In addition to School Site Council, Dad's Club, Parent Teacher Orientation, and DELAC. Sundale has a parent resource meeting every year in November inviting parents to come in and learn what offerings are available to students. Meetings are held 6 times per year to families, to engage parents, receive input and keep them informed of school policy, procedures, progress, and involvement.|Sundale hosts parent orientations for all parents during the first week of school. This serves to begin the process of building the working relationship between teacher and parent. The provides an opportunity for parents and teachers to discuss the needs of the student not only academically but also social-emotional needs. Parents are able to share about their child to the teacher and the teacher is able to develop a rapport with the parents. 100% of parent conferences are required of teachers. If parents do not attend in person, teachers make phone calls or home visits to those families. Sundale also has monthly Question/Answer Sessions with the administrations.|Sundale continues to have parent conferences at each academic trimester (November and March), in addition to having parent orientations in August for all parents. During these times, teachers discuss the academic success or struggles of the student with the parent in addition to providing support to the parents on how to best support their child's academic needs. Sundale hosts parent education opportunities for parents, providing parents information on the various resources available at Sundale for both parents and students, as well as sharing the programs their child(ren) utilize at school to helps support their learning. Other opportunities are given to families at the Sundale Foundation Community Center with parent training being offered throughout the year.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15||2021 54721990000000|Terra Bella Union Elementary|3|The strength of the district is with the established advisory groups, such as ELAC/DLAC, and their ability to gather information from the groups they represent. The district is actively looking for ways to improve communication and gather information due to the gathering restrictions created by COVID-19. The district will improve the engagement of underrepresented families through one on one interaction via social workers and school site administrators who perform home visits as needed.|"The strength of the district is the ""students first"" mindset as the district strives to create a strong team dynamic between parents, teachers, and students making sure to advocate for all. There are several protocols in place such as weekly collaborations and the SST process that allows for team collaboration. With COVID-19 disrupting in-person meetings, the district is revising meeting protocols and looking for better communication methods to support the school community. The district will seek out and implement new communication tools in the coming year. The district will improve the engagement of underrepresented families through one on one interaction via social workers and school site administrators who perform home visits as needed."|TBUESD has created strong communication portals during the last year. The district has entered the virtual world holding parent meetings and board meetings online with great parent and community participation. Regularly scheduled meetings with parent groups, such as ELAC, DLAC, and School Site Council, continue. Weekly messages go out via paper flyers, text messages, and the school website. The district will improve the engagement of underrepresented families through one on one interaction via social workers and school site administrators who perform home visits as needed.|4|4|3|4|3|2|2|4|4|4|4|2|2021-10-14||2021 54722070000000|Three Rivers Union Elementary|3|Attendance and input at our monthly board meetings has greatly increased during the last year due to the use of Zoom meetings because of COVID restrictions. We are now moving back to in person meetings and are researching ways to add a virtual component for our families. Families are encouraged to participate at every level.|The LEA is striving to build a stronger relationship with the National Park and as a result grow and improve our science program. We already partner with the park in many ways; Rangers in the Classroom, Bio Blitz, Completing and judging science fair projects, Ranger led field trips, etc. As part of our LCAP goals, the LEA is striving to have regular brainstorming meetings with National Park personnel and plan opportunities for our students to participate actively in park projects.|• Seeking Input for Decision Making Three Rivers School has historically had a strong bond between staff and families. Staff and families have partnered for effective teaching strategies that meet individual needs and result in positive outcomes for our students. The Advisory Council, Eagle Booster Club and Three Rivers School Foundation all provide avenues for input and participation in the decision making process. COVID-19 has hindered our engagement opportunities for the last 1 1/2 year. We will have to work in the upcoming year to rebuild relationships.|5|5|5|5|4|5|4|4|4|4|4|4|2021-06-30||2021 54722150000000|Tipton Elementary|3|1. Principal, staff and parents participate in advisory groups quarterly. 2. All parents are invited to attend advisory meetings through Teleparent and notes that are sent home in English and Spanish. 3. Create and distribute a survey asking for parental feedback on family engagement activities. 4. Our goal over the next few years is to increase family engagement and decision making input.|1. Tipton School provides access to translators for parent/teacher conferences, SST, ELAC/DELAC, SSC, and LCAP meetings, as well as individual meetings scheduled with teachers and administrators at the parents request. All school correspondence are delivered in parents primary language as well as English. 2. Tipton school hosted workshops to support parent learning. In order to increase our capacity to support our parents the district's parent liaison will continue to assist with the coordination and implementation of parent support and training opportunities. 3. Tipton School administration and teachers have implemented parent engagement nights. The school will continue to host parent engagement nights. 4. Our goal over the next few years is to increase our opportunities for professional growth in the area of supporting staff to learn about families' cultures, languages, values and goals for their children.|1. Tipton teachers hold fall and spring conferences with parents each year to discuss each students' academic strengths and weaknesses. Teachers also hold conferences with parents throughout the year on an as needed basis. Progress reports are sent out to families each quarter to provide timely information to parents regarding current grade progress. 2. Tipton holds monthly SST meetings for students who need additional support in the classroom. 3. During parent engagement nights teachers provided resources for parents to help their students with social/emotional or academic needs. (This was limited during distance learning) 4. Our goal over the next few years is to provide training to support staff to build capacity to partner with families.|4|3|3|4|2|3|4|3|4|3|3|3|2021-10-05||2021 54722230000000|Traver Joint Elementary|3|Traver School has great school to parent communication. We have all of the appropriate advisory committees, and parents participate. We send out forms and post on-line the necessary information, we generally get a few responses, from there the program director and school secretary begin the phone call process to get more parents to participate. Once they are on the committee they understand more of what their role is in not only their child's education but also how they help the whole school with their input and decision making. An area of focus would be to work on more family engagement activities, we have several education nights, Literacy, Math and Science; however, we need to start thinking of other avenues to branch these out.|Traver School has shown the parents and community that we are there for them, as a link to several different agencies. As a district we not only help with school related things, but if there is a need for a family or community member that we can help, they only need to call or come to the school and make us aware. An area of focus would be to bring more speakers or outside agencies that may be of assistance to our parents/community. Agencies that may help to better inform them about health, legal and other social services.|Traver School prides itself in being very accessible to the parents and community. We have an open door policy, and because we are so small most parents have the cell phone number of our Principal/Superintendent. About half of the teaching staff speaks Spanish, which is the home language of the large portion of our population. The office staff, both speak Spanish, and about 75% of the support staff speaks Spanish. All of our info, Social Media, Friday calendars, notes all go home in both English and Spanish. So language is not a barrier. The parents and community are also very thankful when there is something that arises, that it is dealt with swiftly and conscientiously. A focus area is attendance for meetings. Getting parents to come onto campus has been difficult, most are preferring to meet online. Meetings are the focus, because if it's a fun event, they come out in droves, but for DELAC or PAT, the numbers are minimal.|5|5|4|5|5|5|5|5|5|5|5|5|2021-10-12||2021 54722310000000|Tulare City|3|TCSD is effective in promoting parent participation on various advisory committees throughout the school year. The District Advisory Committee includes a diverse membership which is composed of parent representatives from each underrepresented population including: parents of English Language Learners, foster students, students experiencing homlessness and families who are socioeconomically low. An area of focus will be to brainstorm with site and district leadership strategies to provide opportunities to have all families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|TCSD is strong at sharing information and resources with families through two-way conversations utilizing parent conferences, Social Media, AERIES Communication and flyers. Monthly newsletters are sent from each school to highlight campus events, student learning and to promote communication on the school’s platforms including social media and Parentsquare. An area of growth to focus on is continuing to partner with teachers and principals to improve a school’s capacity to partner with families. TCSD continues to offer multiple means of communication to accommodate the needs of our underrepresented families. A helpful tool has been utilizing digital resources to host virtual meetings when parents can not attend in person. It allows for flexibility in scheduling to accommodate diverse family schedules.|"The District and every school site share the common goal, ""All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning."" TCSD values relationships and continually strives to foster 2-way communication with all stakeholders. To continually improve the engagement of underrepresented families the bilingual department is partnering with sites to assist in identifying barriers to family access and participation. This year, English Language classes are offered after hours on a number of campuses to improve English proficiency and enhance parent relationships. The Child Welfare and Attendance Office works closely with families of foster students and families experiencing homelessness to provide targeted support to families who need it."|4|4|3|4|3|4|4|4|4|4|4|4|2021-06-22||2021 54722490000000|Tulare Joint Union High|3|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa. As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. Due to the pandemic, we were unable to offer PIQE during the 2020-2021 school year. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."|5|5|4|4|3|4|3|5|4|4|4|4|2021-06-17||2021 54722490130708|Sierra Vista Charter High|3|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa. As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. Due to the pandemic, we were unable to offer PIQE during the 2020-2021 school year. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."|5|5|4|4|3|4|3|5|4|4|4|4|2021-06-17||2021 54722490133793|Accelerated Charter High|3|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa. As a district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students. As a district, we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.|"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. Due to the pandemic, we were unable to offer PIQE during the 2020-2021 school year. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."|5|5|4|4|3|4|3|5|4|4|4|4|2021-06-17||2021 54722560000000|Visalia Unified|3|The district continues to support sites through the School Site Council. The district provides templates for each DELAC and SSC meetings. The agenda encourages discussions. The focus of the district is to help encourage parents in decision making. The district monitors parent engagement. The district continues to support sites in encouraging parents to engage in ELAC. The district will administer a survey to parents who are participating in School Site Councils, ELAC, District Advisory Committees, and District English Learner Advisory Committees to determine if the participants feel their suggestions are valued. The district's focus area is to continue to recruit parents to participate in the English Learner Advisory Committees and district level committees.|The district continues to provide cohort training in cultural proficiency. Currently over 15 school teams have completed the training. The training provides opportunities for participants to better understand different cultures. The following activities are some examples of two-way communication. Elementary Parent teacher conferences Meeting to discuss student interventions Linked Learning Academy presentations English Learner Advisory Committees School Site Councils The district will be providing workshops for parents to better understand their role in the their child’s education.|The district continues to provide cohort training in cultural proficiency. Currently over 10 school teams have completed the training. The training provides opportunities for participants to better understand different cultures. The district has created a Family & Community Resource Center. The goal of the center is to provide opportunities for families to better understand how to access school and community resources. The focus area for improvement is to continue building parents’ understanding of how to access school/community resources. Our plan to improve underrepresented families is to focus the district liaisons to work with those families and help them access resources. The district is currently distributing a parent survey. Based on the survey the district will create a focus and a goal that will improve parent engagement. The district will continue to post on social media in both English and Spanish.|3|3|3|3|3|2|3|2|3|3|3|3|2021-06-22||2021 54722560109751|Visalia Charter Independent Study|3|Visalia Charter Independent Study has fully implemented both a School Site Council (SSC) and English Learner Advisory Committee (ELAC) for the 20-21 school year. Both committees provide input on programs and financial decision making for the school's LCAP. VCIS also has a Staff Leadership Team (SLT) that reviews data annually to set goals and action steps to make school improvements.|VCIS provides full staff development days for all staff members. Topics include Growth Mindset, social-emotional student supports, and engagement topics to ensure that all staff members understand and implement school expectations. Parents/ guardians are expected to attend teacher meetings periodically to talk about the student's academic progress and any academic concerns. VCIS provides multiple resources for families both on site and at home. There is a full clothing closet and food pantry available to all VCIS students and families. Academic tutoring is available everyday of the week for all students to ensure progress is being made in classes. Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. The Parent Survey is also used to provide parental feedback in the area of student preparedness. Overall, 90% of parents feel that VCIS is providing their student(s) an education that is helping prepare him/her for the future, college and career, and puts their child on an equal level with students graduating from other high school programs.|The school has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families. An English Learner Advisory Committee has also been implemented allowing families of EL students to have a larger voice on campus. VCIS continues to provide other opportunities to engage with families. We ask that parents come in with their student during specifically scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. VCIS continues to provide a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members. VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. They survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. According to the 2020-21 Parent Survey, 93% of respondents feel that their decision making is valued, which is a 13% increase from the previous year's survey. As to what type of involvement parents reported having, 80% stated that they attended a parent/teacher conference (17% increase from the previous year) and 63% stated they attended a conference that involved an administrator (21% increase from the previous year).|5|5|4|5|5|5|5|5|5|5|5|5|2021-06-22||2021 54722560120659|Visalia Technical Early College|3|VTEC has as active School SIte Council that helps monitor the school progress with academics, safety and allocation of LCAP funding. This body meets monthly to discuss items related to campus. This meeting has parent representatives, staff and student members. VTEC continues to review strategies to engage parents through-out the year in a proactive manner. There are a number of parent nights available throughout the year for parents of all grade levels. The goal is to build a sense of urgency and ownership for students that would carry over to parents. Engaged parents are helpful parents.|VTEC offers multiple opportunities to meet with parents from all grade levels. We offer back to school nights, senior nights, college applications nights, financial aid workshops, open houses and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with parents as needed to ensure students are on track for graduation.|Parents have an opportunity to visit VTEC for informational nights, such as college application workshops, financial aid workshops, early college parent information nights and back to school nights. Parents receive a weekly quick-look-up that shows grades ans student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students grades.|4|4|3|4|4|4|4|4|4|4|4|4|2021-06-22||2021 54722560135863|Global Learning Charter|3|"GLC teachers and support staff understand the importance of engaging families in order to seek input for decision-making. The GLC staff engage in multiple activities to engage families and seek their input for school-wide decision-making. These include, but are not limited to: • Advisory councils – The School Site Council (SSC) and the English Learner Advisory Council (ELAC) are open to parent membership and participation. They exist to provide a forum for feedback and input regarding the school’s programs and activities. For the 2021-22 school year, SSC and ELAC continue to be held via Zoom. • Parent survey – The parent survey is made available at after-school family events, as well as online. Question items provide important feedback and input specific to the school’s four (4) school goals. The parent survey was not administered during the 2020-21 school year, however the survey will be administered for 2021-22 school year. • Parent Teacher Student Association (PTSA) – The PTSA provides another avenue for parents and families to impact activities on campus. While the PTSA work focuses primarily on enrichment opportunities, the selection and implementation of those activities are critical to our students’ academic outcomes. For the 2021-22 school year, PTSA meetings continue to be held via Zoom."|"GLC teachers and support staff understand the importance of building partnerships with parents and families as a means of increasing student outcomes. The GLC staff engage in multiple activities to build and support partnerships with parents and families. These include, but are not limited to, the following: • Parent-Teacher Conferences – GLC teachers meet annually with all parents to discuss progress towards student outcomes. During these conferences, teachers share academic growth data as well as provide guidance and resources for parents to support their child’s continued development. In addition to annual conferences, teachers schedule additional parent-teacher conferences with students performing below grade-level. For the 2021-22 school year, parent-teacher conferences are scheduled to be held via Zoom. • Student Study Teams (SSTs) – Teachers initiate SST meetings for those students who are experiencing some kind of academic, social, or personal challenge or difficulty. SST meetings provide an opportunity for multiple staff members with diverse roles and experiences to meet with the parent, discuss challenges and concerns, and implement a plan for improvement. For the 2021-23 school year, SSTs continue to be held via Zoom. • Parent communication – Various methods of communication are utilized to provide information and resources that support student learning to parents and families. These include a weekly Family Newsletter, weekly automated phone call and email, ClassTag, website communication materials, school-to-home notices, and more."|"GLC teachers and support staff understand the importance of strong relationships between school and home in the academic, personal, and social development of students. The GLC staff engage in multiple activities to strengthen relationships with students’ families. These include, but are not limited to, the following: • Classroom placement – In almost all cases, students at GLC are assigned to a classroom and/or homeroom teacher for a 2-year period. This practice, called looping, allows teachers to develop stronger and deeper relationships with students as well as families. Furthermore, sibling students are often placed with a teacher who was assigned to an older sibling. This allows teachers to further develop strong bonds with families over many years. While looping was not always possible for the 2020-21 school year, due to the demands of meeting family and teacher preferences for distance-learning versus in-person learning, the school resumed the practice of looping for the 2021-22 school year. • School-to-Home communication – The school uses a variety of approaches and methods to ensure frequent and effective communication with families. These include: weekly Sunday telephone and email messages using Blackboard Connect; text-style messages using the ClassTag app; letters mailed home; notices sent home with in-person students or delivered through bi-weekly backpack exchanges for distance learners; marquee messages; Twitter and Instagram announcements; and an up-to-date website. In addition to school-wide efforts, all teachers have a ClassTag account for class-wide announcements and some teachers use Schoology to communicate with families. • Parent participation and feedback – There are many opportunities for parents to participate in activities on campus. While on-site volunteer opportunities are not currently available to parents, the following avenues are available: Parent Teacher Student Association (PTSA), School Site Council (SSC), English Learner Advisory Council (ELAC), and more. The school’s annual Parent Survey will resume for the 2021-22 school year. Our commitment to being accessible to parents is also critical to encouraging and seeking feedback from parents. • Family events – GLC holds several important family events over the course of the year. The purpose of several of these events is to build community between school and home, as well as among GLC families. These events include, but are not limited to: Lunch on the Lawn, Ornaments from Around the world, movie night, the World’s Fair, and Open House. During the 2021-22 school year, some events may be canceled while others will be moved to an online venue. Weekly SHINE assemblies are conducted via video and shared weekly, whereas Student Recognition Assemblies are able to be held in person. Back-to-School night was conducted with parents via Zoom."|4|4|3|3|3|3|4|4|3|3|3|4|2021-06-22||2021 54722566116909|Charter Home School Academy|3|Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP. ? As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. ? At the start of each school year, CHSA holds a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members. ? CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness.|Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP. ? As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. ? At the start of each school year, CHSA holds a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members. ? CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. ? CHSA provides multiple resources for families both on site and at home. ? Academic Classes and tutoring is available throughout the week for all students to ensure progress is being made. ? Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life|Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP. ? As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. ? At the start of each school year, CHSA holds a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members. ? CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness. ? CHSA provides multiple resources for families both on site and at home. ? Academic Classes and tutoring is available throughout the week for all students to ensure progress is being made. ? Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-22||2021 54722640000000|Waukena Joint Union Elementary|3|Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.|Strengths include administrative support for certificated staff, parent reports that Waukena School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|2|2|2|2|2|2|2|2|2|2|2|2|2021-06-21||2021 54722980000000|Woodville Union Elementary|3|Parent trainings and workshops continued in-person and virtual format. Parent feedback at virtual outreach events, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2020-21 LCAP Goals & actions and services.DAC & DELAC members have been active leaders in contributing to the engagement of additional parents. Information regarding the Parent and Family Engagement Plan (PFEP) is continuously provided via workgroups, at parent meetings & via the district website. PFEP is distributed at SSC/ELAC & DELAC leadership meetings. Parent feedback on SPSA development and LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP.|Ongoing phone calls, Parent-Teacher conferences, and district app platform will provide updated information for our stakeholders. Additional opportunities for discussion of student progress occur via distance transition planning, IEP meetings and teacher calls to parents. Remote workshops and trainings are available during the day and evening. Parent support, including translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home and from community schools to home district), parent-teacher conferences, student exhibitions of learning and school open houses. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (A-G Requirements, AB 2121 and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, A focus area will be to increase communication on Parent Involvement activities, current research, and available resources via distance opportunities. Implementation of a new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessability of information on student progress.|Parent and Family Community Liaisons (PFCL), parents, and administrators worked jointly to support families with distance learning, social emotional supports and virtual parent involvement. The Student & Family Engagement team meets once a month and includes BHS Counselors, PFLs, Student Transition, and Social Work Interns. parent involvement and participation is a standing agenda item and is discussed at every meeting. parent involvement is also will be discussed at monthly leadership team meetings, where opportunities and initiatives are reviewed for further dissemination throughout our schools. Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, English Language Development Assistants, Attendance Clerks, Registrars, Student Support Specialists, and Office Assistants. Expansion of resources in regional office Parent Centers will extend to the school sites. A focus for improvement will be to continue to improve multiple methods of family involvement in a virtual space.|4|4|4|4|5|5|4|4|4|4|4|3|2021-06-15||2021 54753250000000|Farmersville Unified|3|The district conducted a Title I parent survey in the 2020-21 school year. The results indicated that the majority of parents who responded attended a minimum of 2 decision making events per school year. The district has established a goal to increase parent participation in decision making events to 3 per school year.|The district has contracted with Fresno State Parent University program to provide parents with resources and skills to advocate for their students. Fresno State Parent University program provides parents with parent education workshops based on the needs of parents. Technology workshops were the identified need for improvement and most requested by parents.|The district continues to improve parent engagement for underrepresented families. The district hired bilingual Community Liaison positions for each school to increase parent engagement. The district expanded Community Liaison hours and resources with a goal to increase parent engagement for underrepresented families.|3|4|4|4|3|3|3|3|3|4|3|3|2021-10-12||2021 54755230000000|Porterville Unified|3|The district builds capacity of sites in effective engagement with advisory groups by meeting with sites five times a year through district-level Compensatory Education (Comp Ed) meetings that outline expectations, and provide details related to state and federal requirements associated with various advisory groups and student groups. Topics range, and include focus on student populations such as Migrant students, English Learners, Homeless students, American Indian, and Foster students. Topics also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council. Ensuring compliance is an ongoing effort, and establishing structures to support desired outcomes is an area of continued improvement, or growth. Involvement from community groups such as students, parents, teachers, administrators, and other members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making. At the district level, a series of five general session, community-based, meetings occurred in February, two in March, and a final session in April, intended to obtain input and suggestions that would inform decision making related to impending loss of learning as a result of pandemic-related factors, especially affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. Sites obtain input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students. Needs and concerns expressed by multiple participating focus groups, including students, parents, teachers and administrators, centered on the anticipated learning loss and credit deficiencies among students in multiple grades as they approach their senior year, and helps inform decision making. Additionally, site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide. The district has committed time for site staff to plan and implement efforts for families, teachers and administration to collaborate on a weekly basis through an early-release day for the purpose of planning, designing, and implementing improvement initiatives that include family engagement activities. The monthly district-level sessions allow input generated by site staff, as well as parent groups, to inform decision making at the district level.|In part as a result of pandemic-related factors, community input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Of topic were suggestions embedded in the LCAP that include training opportunities related to student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. The district provides internal opportunities, and due to the breath of need, also supports staff (fiscally, and with allocated time) the opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education). Initiatives to support the efforts of parents in enhancing student learning and development in the home include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), and the Parenting Network. To further support our English Learner families, parenting classes also include English as a Second Language. These opportunities, as well as Parent Information Nights, are offered at the school site where the student attends. These efforts to support parents in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings. Academic monitoring has become an increased focus of needed attention this past year due to pandemic-related factors. The monitoring efforts will be on-going as learning loss is anticipated for all students, but especially those who are English Learners, Homeless, Foster Youth, and American Indian. Policies have been established for sites to reach out to families of students in greatest need, and prioritize learning recovery opportunities for these students. Due to the anticipated magnitude of the negative impact, this area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be an area of growth. Policies related to student and family rights are addressed through Parent Information Nights, and School Site Council as well as through focus groups such as the English Learner Advisory Council and Migrant Parent meetings. Additionally, the district has structured sessions for students who are American Indian, and another set of meetings for students who are Foster Youth in collaboration with the Tulare County Office of Education. These sessions also include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population.|Communication is acknowledged to be an important foundation on building relationships with families, and the district engages in ongoing efforts to improve communication, and outreach, to families. Efforts will continue on obtaining community input reflecting groups such as English Learners, and American Indian, Homeless, Foster, and other student groups. Porterville Unified encourages the interaction between staff and families, especially to high needs student groups such as the Homeless, Foster Youth, American Indian, economically disadvantaged, and students experiencing academic or social-emotional difficulties. To facilitate the building of these relationships by staff, the district has financially committed to employment of multiple dedicated individuals for the exclusive purpose of community outreach. To foster the relationship between staff and families, these individuals are resources that staff can reach out to for needed follow-up with families. A Learning Director structure at the K-6 grade span facilitates ongoing communication and monitoring of student progress and needs (academic, social-emotional, or familial). All schools serving students in the K-6 grade span have at least one Learning Director. Layered upon the teacher communication with students and families is the Dean of Students who collaborates with the classroom teacher in informing parents and guardians of any identified need. This role is accomplished through the Counselor of Students structure at the 7-12 grade span where multiple counselors are responsible for a subset of students to monitor and communicate with. Besides personal communication from staff, another primary means of communication is through school messaging systems, which provides communication in the family’s home language. The ParentSquare system allows communication with families from both the district, and site levels, and provides interactive reports that indicate the level of comments, appreciations, RSVPs, volunteers, form/permission submissions, and poll responses that families provide. The district is in the beginning development stage of supporting culturally-responsive instruction which would help facilitate the incorporation of family strengths, cultures and languages in instruction. Efforts to develop a train-the-trainer model on implementing culturally-responsive instruction will be initiated following pandemic-related constraints. Besides incorporating culturally-responsive experiences for students, the district’s efforts to improve the level of communication is ongoing. Due to the potential difficulties related to certain populations in attending scheduled meetings (whether in person, or on-line) contact with groups such as our Homeless and Foster populations are an area of growth.|3|3|2|4|3|4|3|2|3|2|4|3|2021-06-24||2021 54755230114348|Butterfield Charter|3|The district provides routine training of Administrators and teachers on parent involvement. However, there is still a lack of participation on a large scale.|Butterfield is working in partnership with its neighboring school (PMA) to provide PIQE opportunities for parents. BCS must continue to develop systems/events for parents and staff to communicate regularly to work as a team to support student progress. This should include regular communications home (newsletters), ParentSquare communications, Remind texts, and scheduled parent information events to assist parents in how to support their independent learners at home.|Butterfield includes initial parent involvement when students enroll. Parents are required to attend an Orientation for student registration at the school. Furthermore, parents are required to attend their child’s initial teacher meeting for Independent Study. This helps to put faces to names and allows parents to share their students’ strengths and areas of concern. Butterfield staff need to continue nurturing that parental relationship with phone calls, emails, notes/reports on a regular basis, so that conversations are not always for a concern.|4|4|4|4|3|2|3|2|4|4|3|3|2021-06-24||2021 54755230116590|Harmony Magnet Academy|3|SSC/ELAC summary 2020-21 • 1-29-20- Review Safety Plan, review information and recommendations for PIQE in Fall of 2019 and Spring of 2020, review budget expenditures and upcoming events. • 5-21-20- Review and approve updated School Plan for Student Achievement 2020-21; Including but not limited to goals, dashboard data and budget overview. • 9-30-20- Review learning loss and attendance plan. Plan to reopen for small cohorts. Election of SSC officers. • 11-30-20- SSC training guide, review of by-laws, receive input for parent involvement policy and approve, approve budget. • 1-25-21- Second reading and approval of parent involvement policy, review of implementation of SPSA actions, review of HMA Dashboard results. • 5-6-21- Approve SPSA 2021-2022, review the seven supplemental instruction and support strategies-approve top 4 selections, review Health Kids Survey results. One area of improvement would be to expand opportunities for parents to participate in their student's education through Community Learning Hubs. During the school year, monthly, parents are invited to join a support group whereby equity and accessibility are addressed. Parents may attend workshops on the use of Naviance (our college and career platform) our student information system (AREIES), College application process and FAFSA, intervention programs, use of Parent Square and general questions about the high school to college process. We also offer to our parents the Parent Institute for a Quality Education (PIQE) program for additional curriculum on transition into post-secondary.|Discussion groups include representatives from classified and certificated staff, parents, students and advisory board members. The HMA School Site Plan is developed by sharing ideas brought forward from discussion groups, which are comprised of staff representatives from various departments and the pathway teams. These ideas are then returned to departments for further study and refinement. Recommendations which promote fidelity to the HMA college and career model are adopted as part of the School Site Plan for Student Achievement. This approach has proven to be an effective way of involving the broader educational partners of the school community. Another example is our SSC/ELAC meetings. To improve this process, more in-person opportunities for parents to attend support workshops dedicated to the high school and post-secondary process. Parents also have access to information such as, but not limited to: voting rights, the recent U.S. census, health care, supplemental insurance, immigration, college scholarships and grants, financial aid and other community resources.|Guidance from focus groups such as students, parents, teachers, staff, administrators and community members are obtained in varying degrees affecting the educational process and student outcomes particularly during the pandemic. Opportunities for parents at Harmony Magnet Academy (HMA) include: Parent institute for Quality Education (PIQE), Naviance Family Connection, AERIES information system and the HMA Parent Foundation. Naviance is tool which allows parents to monitor a college and career profile of their students. AERIES provides parents full access to their student's grades and information, while Parent Square offers parents school wide or 1-on-1 communication with school staff. Another opportunity for parents to participate is through the HMA Parent Foundation, which supports HMA school programs by providing funding to enhance educational programs. In the past two years, we have had over 80 families graduate from the PIQE program. We also had over 300 parents attend our back to school night in August when schools were open. Parents also participate in the Local Control Funding Formula/ School Site Plan for Student Achievement through School Site Council and ELAC meetings at HMA. They have submitted surveys about the value of certain programs (Supplemental and support strategies) affecting spending and program decisions. Harmony focus groups, (Parents, teachers and staff) also examine and discuss data outcomes contained in both the Academy of Engineering and the Academy of Performing Arts and the National Academy Foundation/ConnectEd certification processes.|4|4|3|5|4|5|4|4|4|4|5|4|2021-06-24||2021 54755230137968|Porterville Military Academy|3|Our district and site have made improvements in including teachers and even students, but getting parent input from all student groups continues to be a challenge. Again, partnering with other agencies and organizations: Foster Care groups, homeless shelters, churches, to reach a wider population is beneficial. The district conducts forums to support our families as well as create opportunities for all the parties involved to communicate openly, for example: LCAP, DAC, DELAC, PIQE and recently our parent summit. They have also scheduled these meetings during times were it is most convenient for families and site administrators to attend. PMA and the district believe that if we keep moving in this direction more underrepresented families will hear about the support we are providing and become involved.|Our district has many resources to support this. The area of improvement is educating the parents on how to use the resources, including reaching out into community organizations to provide workshops. The district supports PMA and has built a mental health team of family liaisons to help our parents understand their rights and help give them a voice to make the most informed decisions for their children. Also, the outreach to our foster youth and homeless families has increased significantly. This is an important connection between school and home, thus, increasing the number of staff in this area will help bridge that gap.|Porterville Military Academy has systems in place, but some families do not make use of them. Also, some teachers avoid making contact. There is often a hesitancy to contact parents. Some teachers try to leave it for others to do. The district has provides opportunities to include families in the development of policies, goals and vision. PMA also provides many forums for parents to be involved in 2-way communication through SSC, ELAC, parent conferences and PIQE (parent workshops). Making parents feel comfortable to participate in school and district meetings is an ongoing goal.|4|4|3|3|3|3|3|3|3|3|3|3|2021-06-24||2021 54767940000000|Woodlake Unified|3|The CA Health Kids Survey is completed every 2 years. This survey tracks parents’ perceptions and informs on the development of the LCAP and other district/school sites plans. The most recent completed survey indicated that 81% of parents agreed or strongly agreed they “Feel their child’s school encourages them to be active partners with the school to educate their child”, 92% of parents agreed or strongly agreed they “Feel schools allow input and welcome parents’ contributions”, and 80% of parents agreed or strongly agreed they “Feel schools actively seeks the input of parents before making important decisions”. Input for decision-making is sought at all sites and the district level. Parents vote on parent members for School Site Councils (SSC) and English Language Advisory Committees (ELAC). The district offers parents of these committees the opportunity to attend County Office of Education-sponsored training. For 2020-2021, these parent advisory committees met virtually and offered parents opportunities to provide input on the development and expenditures on their respective school site’s School Plan for Student Achievement. Additionally, representatives of each SSC and ELAC were elected by their peers and served on the district's parent advisory committees. During the development process of the district’s instructional plans, such as the LCAP and Expanded Learning Plan, families, parent advisory committees and the community at large were invited to participate in a variety of engagement opportunities and provided input that was considered during the develop of included actions and expenditures. Woodlake Unified will continue to seek opportunities that engage parents. Holding virtual and/or in-person meetings, offering multiple meetings times, and gathering input through surveys will provide flexibility for parent involvement and input in the decision making process.|Woodlake Unified provides various opportunities to engage parents in their child’s education and build partnerships that support student outcomes. For 2020-2021, elementary school sites held virtual and in-person parent conferences once per year semester. At the secondary level, schools held virtual grade level presentations throughout the school year on topics about course of study programs, diploma requirements, post-secondary options and support/ academic services. School staff and parents used digital apps (SeeSaw, Class Dojo, Remind, email, Zoom) to engage in regular 2-way communication. Parent meetings that address the unique needs of individual students, including Student Study Team, Attendance Review Board, and Individual Education Plan meetings are scheduled and/or held as needed. One area the district will focus on improving is providing equitable resources to support the district’s alternative education program in increasing parent engagement. Additionally, partnering with organizations such as PIQE, will provide opportunities for the district to engage underrepresented families with the education of their children, specifically at the elementary school sites and alternative education.|Woodlake Unified believes that effective engagement with the school community is essential in sustaining partnerships that will lead to the academic success and healthy social-emotional development of all students. School staff utilizes digital apps (SeeSaw, Class Dojo, Remind, Zoom, email) and social media to provide ongoing communications. Schools hold a variety of events that foster parent/community engagement and include Back-to-School Night, Open House, award assemblies, music/choir/drama performances, and Career Day. The annual Senior Exit Interview and Senior Scholarship Night are specific activities that bring in families and the community to actively engage with school staff and graduating seniors. To complete a Woodlake high School diploma, students are required to complete 85 hours of Youth Service Learning. This diploma requirement has developed into an opportunity for the district to build community partnerships and allow students to engage in a variety of community projects and career-building experiences. The Parent Institute for Quality Education (PIQE) has been offered at both the middle and high schools. An area of improvement and focus of the district is to extend parent advocacy training, such as PIQE, to elementary school sites and the preschool. Additionally, input from families have indicated a need to provide training on the use of technology and the digital apps utilized by schools so that parents can support their children at home.|4|4|4|4|3|3|4|4|4|4|4|3|2021-07-14||2021 54768360000000|Exeter Unified|3|EUSD provides school site principals support on effectively engaging families in advisory groups and collaborative decision making. Parents/guardians receive training on the purpose of advisory committees and their role as members. They receive information on how their participation in ELAC, DELAC, School Site Council, and DAC provide input on site and district programs, policies, and services received by students. As a next step, EUSD will continue to provide opportunities for parents/guardians, teachers, and district and site administrators to work together to plan, design, implement, and evaluate family engagement activities at the school site and district level.|During the 2020-21 school year, EUSD hosted two Parent-Teacher Conference events (grades TK-8) with a parent/guardian participation rate of over 90%. These meeting encouraged parents/guardians to actively engage in their child's education, strengthening the parent-school collaboration and improving student academic success. At the high school level, Parent University nights were hosted, offering parents/guardians and students information on the college/university application process, FASFA, DACA, signs of suicide, and other topics related to student education, social/emotional wellbeing, and post secondary college and career goals. EUSD will continue to explore policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Additionally, EUSD will explore ways to expand Parent University to all grade levels, empowering parents/guardians into the collaborative learning process of educating K-12 student in the areas of reading, math, and science and other topics of concern expressed by the community.|The district's LCAP Goal 2 focuses on building a positive culture on campus where all stakeholders, including parents/guardians, feel welcomed, valued, safe, and engaged. Current strengths of EUSD include: 1. Regularly hosted parent committee meetings with language translation services provided. These committee meetings include English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Council, District Advisory Committee (DAC), and Parent Teacher Organization (PTO). Meetings were held on the Zoom digital platform which increased parent/guardian and student participation. 2. Collaborative discussions with parents/guardians to address specific needs of students attending alternate education schools. 3. Open campus informational nights for incoming 9th grade students and their parents/guardians to visit the comprehensive high school and learn about programs, electives, and activities offered. (Language translation services were offered.) 4. Academic counseling and course registration assistance offered to all high school students (incoming grades 9-12) with language translation services provided. Both drop-in and scheduled appointments, in-person and via the Zoom digital platform, were offered in an effort to accommodate specific family needs. 5. Virtual Parent Forum meetings offered for each school site (grades TK-12) on a weekly to monthly bases. During these meetings parents/guardians and students received up-to-date information regarding the school's response to the COVID-19 pandemic and Federal and State regulations. Translation services were provided, and time was reserved for open questions and answers. As a next step, EUSD will continue to explore opportunities to learn about the strengths, cultures, and languages of the families they serve and understand the individual goals they have for their children.|5|5|4|4|3|4|4|5|4|4|4|2|2021-06-16||2021 55105530000000|Tuolumne County Superintendent of Schools|3|In February, 2021 a survey was sent to parents of all TCSOS students, with a return rate of 29%, a significant increase from previous years. The majority of parents responded that they receive regular communication from TCSOS, but results also indicate that some parents feel they are not able to be involved in decision making. Parents attend the monthly Parent Advisory Council and Site Council meetings, but more consistent attendance is a goal. Parents also participated in the WASC Focus Groups in spring of 2021. There continues to be an LCAP Goal on improving parent communication and participation. The CHKS was administered in Spring 2021.|In the 2020/21 school year, TCSOS provided 1:1 devices to all students to support learning and development in the home. Meetings were held with all parents to discuss their student's learning goals. More time and professional development are needed to fully support teachers and administrators in partnering with families. CHKS survey for parents was completed in Spring 2021.|In the TLC/Gold Ridge Educational Center Programs, individual meetings with families are arranged in order to tailor how information is provided to each family and to determine what additional follow-up is needed. At the beginning of 2021-22 Local Performance Indicator Self-Reflection for Tuolumne County Superintendent of Schools Page 8 of 13 the year, each family is provided an individual consultation in order to develop learning and transition plans for the students. In the 2020/21 school year, all parents were invited to participate in the Parent Advisory Council, which meets monthly, and to serve on the School Site Council, which also meets monthly. In addition, parent feedback was solicited through surveys and virtual meetings. The majority of parents indicated that they felt they received regular communication from TCSOS. Parents also completed a CHKS survey in the Spring of 2021.|3|3|3|3|2|3|4|3|4|3|3|2|2021-06-24||2021 55723060000000|Belleview Elementary|3|1. School Site Council and the Parent Club elects its officers annually and meets monthly. They collaborate, evaluate family engagement activities and both the school and district level. 2. There is an election process for School Site Council every year, in accordance with the by-laws and Board policy. Parents are trained and actively engaged in school governance and advisory. They assist administration and staff with the development of the annual LCAP and School Safety Plan. 3. The School Board is very stable with the Board President having served for the past nine years and the other members were all re-elected to their positions within the last three years. The Board tours the campus and classrooms regularly, meets with parents and community members to stay closely attuned to the needs of the school community.|Belleview schedules RtI and SST meetings to support student learning. Administration, teachers and the parents meet to discuss the child's strengths and any areas of concern or questions. An action plan is developed to assure that the child meets his/her potential and has success in school. Parents are provided with a copy of their parental rights. In addition to these formalized meetings, each teacher meets individually with the parents of their students at Parent/Teacher conferences that are scheduled twice yearly. Our District partners with Tuolumne County, Behavioral Health, ATCAA and TUCCI services to assist staff, students and their families. A Homeless & Foster Youth Liaison provides resources and supports to struggling families.|The administrator, teachers, and classified staff have been successful at building trusting and respectful relationships with families. The school fosters a welcoming environment for all families in the community and supports the staff in learning about family strengths and goals for their children. This is evident through the positive responses provided in a series of LCAP Stakeholder surveys that are administered and analyzed on an annual basis. Examples are as follows: 1. Enrollment grew to 170 students this year. Due to the pandemic, many students in 2020-21 opted for home school programs and enrollment dropped to 157. In 2021-22, school reopened fully for in-person learning and enrollment is holding steady at 170. 2. Teachers meet with parents regularly during conferences, Back-to-School Night/Open House, and various school events. RtI and SST meetings are scheduled with teachers, parents, administration and school specialists to discuss ways to assist students at being successful at school. 3. There is an active Parent Club that has well-attended meetings monthly. They are responsible for coordinating school wide events and fundraising. 4. The School Site Council provides an opportunity for families to get involved in school governance, assist in planning the development of the LCAP, recommending the LCAP to the Board for approval, and advising on the School Safety Plan. 5. Communication occurs regularly through an automated phone/email system that provides families with information as needed. Teachers use Class Dojo, Google Classroom and Aeries to communicate with parents. They also send home information in the form of newsletters, folders, etc. Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .0% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino. There are a few foster and homeless youth. There is not a need for translation, as all families are English speaking. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher and administration work together to plan regular meetings with the parents to support our at-risk youth.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-09||2021 55723480000000|Columbia Union|3|Due to COVID, our family activities were down from what they would normally be.|We support our families across their needs and interests in supporting student learning and development.|CUSD has developed tools to support two way communication. We have a history of providing a warm and welcoming environment. We also have a history of building effective relationships with our families in discussions to support their cultures and languages. We provide opportunities for parents to share their goals for students and family strengths through frequent parent engagement,|5|5|4|4|4|5|4|4|4|4|4|3|2021-06-22||2021 55723550000000|Curtis Creek Elementary|3|A solid effort needs to be made to encourage and offer opportunities for families to be involved in Curtis Creek. Regularly established stakeholder group meetings need to occur. Frequent surveys to gain insight for decision making will also be a priority. District conducted Essential Management and Essential parent team meetings throughout the year. Management and Site Council teams are utilized for information, input and feedback on particular topics. Out reach to our underserved populations needs to improve. We will continue to send monthly email newsletters and make personal contacts, along with positive communications. Site administration will be visible and accessible on campus. Timely responses to address needs and concerns will occur as the entire staff builds more positive collaborative relationships with our school community, back to school night, open house and other parent events help connect the community...Developing the extra activities that used to be such a part of CCSD. Bringing back the connected community that has suffered from our school closures and the difficulties encountered this past year. We will encourage classroom volunteers and provide training and support for those who wish to spend time in our classrooms.|The addition of a counselor to open lines of communication with our families is also written in our new LCAP. CCSD will resume family activities, such as a STEAM Night engages the families and school in a positive collaborative event. This type of activity has been very well received and attended in the past. Improving opportunities for engagement by providing more opportunities for parents to be involved during the school day. We also need to find other times that meet the needs of the parents when staff is available. Outreach to parents who are interested and willing to support our school is vital to increase inclusion of parents at our school. We need to continue to educate our families on the importance of consistent attendance and ways we can increase academic achievement with home support. We need to better understand the needs of all of our families and assist them in finding support and locating outside resources.|Staff is receiving training in fostering resident relationships in June 2021. The activities and information will help staff to invite and encourage family and community involvement. Weekly, consistent communication will be enhanced by the school and the classroom with a specific acknowledgment to our EL families. Our LCAP plans for a bilingual liaison as as an important addition to our staff. We will also continue to rent our handbook and parent information in Spanish. The addition of a counselor to open lines of communication with our families is also written in our new LCAP.|2|2|2|2|2|2|2|2|2|2|2|2|2021-06-15||2021 55723630000000|Jamestown Elementary|3|Jamestown School District meets regularly with the various stakeholder groups and uses frequent surveys to gain input for decision making. Surveys for both input and evaluation of activities are utilized and are used in planning and designing activities and programs.The district uses Google surveys and our autodialer system as an avenue to seek input and feedback on particular topics, along with district committees such as School Site Council, Management and Leadership Team Meetings. We can improve upon actively reaching our underrepresented families by reaching out and seeking verbal feedback instead through traditional paper or email surveys. We will continue to distribute flyers in our registration process to inform families of resources and supports that the Jamestown Family Resource Center can provide, along with a needs assessment. We will also continue to distribute a volunteer survey to more actively connect volunteers to the right school personnel.|Jamestown School District welcomes parents and families on our campuses and this is a strength. Staff is present in the mornings to greet students and families and at dismissal time. Classroom teachers communicate through technology apps, email, blogs and class newsletters. Positive behavior support and communication is handled through personal phone calls, Panther and Dragon Prides, HERO points and positive referrals. Site administration is visible and accessible on campus and responsive in a timely manner to address parent needs and concerns as well as building positive, collaborative relationships. The District will resume Family Fun Nights to both engage and educate parents and families which has been very successful in the past. The Jamestown Family Resource Center will distribute flyers at the beginning of the school year to all families to inform them of outside resources ad supports available, especially to our underrepresented families. There has been an increase in our bilingual staff and documents are being translated into Spanish, along with our bilingual liaison making personal phone calls and outreaching to our Hispanic families. The District can improve our opportunities for engagement of our families by providing more opportunities for parents to be involved during the school day and finding other regular times for parents to engage in conversation with administration. We need to act and reach out to those parents that have identified that they would like to be involved in our back to school volunteer form and connect them with the appropriate school staff. We need to continue to educate our families on attendance and ways in which to support increased student academic achievement at home. It is also important for us to better understand the needs of our families and assist them in locating outside resources and supports. Finally, we have made strong efforts in translation of the more important documents, but this needs to be a regular component for all communication.|Our strengths are that Jamestown School District has the Jamestown Family Resource Center as a community source of resources and supports for those families in need. This in turn helps support student learning and development within the home. The work with trauma informed practices continues to positively affect progress toward closing the achievement gap and improve learning for all students. We have implemented policies and procedures to meet with families in our School Attendance Review Teams and added home visits as part of our tiered intervention strategies in order to help support families with issues surrounding barriers to regular attendance. The Student Study Team and Response to Intervention protocols are utilized to give more specific information on tiered interventions available and used to help support student success. Areas of improvement are that we need to increase our parent participation within our school programs and increase opportunities for parent education especially in the areas of MTSS, learning outcomes for each grade level, social emotional learning, and the importance of regular school attendance.|4|4|3|3|3|3|4|3|4|4|3|3|2021-06-09||2021 55723710000000|Sonora Elementary|3|The LEA will use multiple methods to reach out to families to engage them in their child's education and how they can become involved in decision making processes.|The LEA will use multiple methods to reach out to families to engage them in their child's education and how they can become involved in decision making processes.|The LEA will use multiple methods to reach out to families to engage them in their child's education and how they can become involved in decision making processes.|3|4|3|4|3|3|3|2|2|2|2|3|2021-11-10||2021 55723890000000|Sonora Union High|3|The LEA has developed an ELAC committee improvement to improve the engagement of underrepresented families. Recent surveys show that for the most part, parents have been satisfied with the level of district communication with parents. The community has become more accustom to two way digital communication. This may be a path forward with increasing pupil and family engagement and outreach in the future. It is easier for busy parents to engage online than to participate in person at many events. Finding tools that allow for more nuanced input than responding to multiple choice surveys has helped provide richer feedback from all stakeholders.|The district has learned how important the relationship between staff, particularly teachers, and students is to student success. Particularly, for students who struggle socially, emotionally, and academically. It brings in to focus the importance of school culture. It makes clear that setting expectations that lead to student success, both socially and academically, must be clearly taught, modeled, rewarded, and enforced. It has become clear that prioritization of physical, emotional, and social well being of staff and students is essential to student and staff success and satisfaction. It has become clear that there are large gaps in access to achievement that are exacerbated when students do not have direct consistent access to educational professionals. And that there is a greater need for data on student needs and a focus on that data to inform student supports. These learnings are implemented in the Extended Learning Opportunities Grant Plan and the 2021-24 LCAP plans.|"District counselors, administrators, and teachers have made the greatest impact monitoring and supporting mental health and social and emotional well-being when communicating by phone with students and parents. Multitiered systems of support that provided multiple ""touches"" to support a student paired down the number of students requiring intensive support. That allowed resources to be used more effectively. Recent surveys show that for the most part, parents have been satisfied with the level of district communication with parents. The community has become more accustom to two way digital communication. This may be a path forward with increasing pupil and family engagement and outreach in the future. It is easier for busy parents to engage online than to participate in person at many events. Finding tools that allow for more nuanced input than responding to multiple choice surveys has helped provide richer feedback from all stakeholders."|3|3|3|3|2|3|4|4|3|3|3|2|2021-06-22||2021 55723970000000|Soulsbyville Elementary|3|Soulsbyville School is consistent in providing families including underrepresented families opportunities to participate in providing their input for decision making and implementation of policies and programs. One area of focus for improvement will be on increasing the participation rate of members to effectively engage in advisory groups such as Site council and Parent Teacher Organization (PTO).|Soulsbyville School supports professional learning for teachers and administration in effective ways to engage families in partnering with the school to provide quality education to students. One focus are for improvement will be in providing convenient opportunities for teachers to meet with underrepresented families to discuss student progress and ways to improve student outcomes.|Soulsbyville School has a strong communication network with all stakeholders using phone app, website, digital and hard copy parent bulletins, email, phone access to voicemail, and access to in-person contact. Weekly staff meetings, monthly board and Site council meetings, and parent surveys are conducted to gain regular stakeholder input. To better serve underrepresented families, Soulsbyville School will focus on person outreach from staff to engage families in the schooling process.|5|5|4|5|4|4|4|4|4|3|3|3|2021-09-09||2021 55724050000000|Summerville Elementary|3|"Summerville Elementary has developed various parent advisory groups to help provide input and feedback for district initiatives, new curriculum, and new school projects. Working with parent groups has become an essential part of the school's continuous improvement and feedback process. As many of the groups are further established, their work will become integral to the school's ongoing work. Aligning with the school's motto, ""Working together, we can make a difference,"" these groups actionably model this work for the school and the community."|Over the past five years, Summerville Elementary has invested heavily in staff support and ongoing staff development in curriculum and student support. Structural changes in the school year calendar and professional learning agenda for the year have provided additional time for these support initiatives. The district continues to explore and investigate ways to support the community's interaction with the school to support the learning needs of all students. Parent feedback rate communication as a strength, which validates initial efforts to expand student support through parent engagement.|"Summerville Elementary School has a long history of staff and community relationships. Strong partnerships through the years have provided a sound backdrop for school initiatives, special projects, and input for the continuous school improvement process. As a small and rural school, Summerville Elementary believes in working together to support the learning needs of all students. The school motto supports this, ""Together, we can make a difference."""|4|5|5|5|4|3|3|3|3|3|3|3|2021-10-12||2021 55724130000000|Summerville Union High|3|Information for this priority is based on a series of parent surveys given throughout the school year. These surveys were given to help the school prepare for the reopening of school remotely from August through September and then in-person from October through the end of the school year in June. An email and phone message was sent out each Friday during the school year to let people know about surveys, campus updates and asking for people to get involved in making sure their voices are heard. Additionally, we have used zoom to provide more opportunity to parents and our community to participate in our School Site Council and Board meetings. This will continue for the foreseeable future to allow for more options for people to participate.|Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents and to include administration when that support is needed. We will continue to work on this as our feedback from surveys and Healthy Kids Survey shows that is an area where we can always improve. Partnerships with our stakeholders is an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations.|Despite the COVID pandemic, the district has worked very hard to provide instruction to our students in-person from as early on as was safe to do. Our staff felt overwhelmingly that having students in school for in-person learning was a priority. We also heard from our crisis counselors that the mental health need of the students was at an all time high. They joined zoom sessions with teachers and tutorial sessions so that they could provide support for what they needed. We have experienced good relations with both our teachers association, our classified association, Tuolumne County Public Health officials and our County Superintendent and we were able to create an MOU that allowed for the safe reopening of our schools. Our community was very supportive of our progress. There were some students that opted to stay on remote learning or independent study even after all students came back in person. That was a true relationship-building opportunity that we experienced. We need to focus now on the students that may need to remain on independent study either by their own choice or that of their parent. This is a hurdle for our staffing as we are limited in the numbers that we can serve. We will provide a second IS teacher if needed as we did in the 2020-2021 year.|3|3|2|3|3|3|3|3|3|3|3|3|2021-08-10||2021 55724130112276|Gold Rush Charter|3|Starting in the summer of 2021, our school will have an additional parent representative on our Board. We are also starting a Parent Advisory Committee in the Fall of 2021. The focus of the new Parent Advisory Committee will be on school transparency as well as other items they feel there needs to be a focus on. Surveys are also provided throughout the school year to garner stakeholder feedback to enable the school to address these areas.|Gold Rush currently utilizes various formats to partner with families including Classroom Dojo which enables communications to include work/projects done in class, photos, videos, classroom and school updates, as well as behavior management updates. Progress reports are utilizes formally and informally by the school. Progress reports are distributed at assigned dates as well as provided as requested and on a weekly basis (if requested by the family or recommended by the teacher(s)). High School students are given a new 4-year HS Educational Plan each semester so students/parents/teachers know exactly which courses are still needed towards their individual academic goals. High School Student Accountability Meetings are held at the end of each learning period to ensure students are working at or above the 80/70 rule. Students working below that level are given a warning letter plan, that includes a meeting with the student/parents to get a plan for success in writing along with the work needed to reach that goal.|Starting in the summer of 2021, our school will have an additional parent representative on our Board. We are also starting a Parent Advisory Committee in the Fall of 2021. The focus of the new Parent Advisory Committee will be on school transparency as well as other items they feel there needs to be a focus on.|5|5|5|5|5|5|5|5|3|3|3|3|2021-06-29||2021 55724135530191|Connections Visual and Performing Arts Academy|3|Information for this priority is based on a series of parent surveys given throughout the school year. These surveys were given to help the school prepare for the reopening of school remotely from August through September and then in-person from October through the end of the school year in June. An email and phone message was sent out each Friday during the school year to let people know about surveys, campus updates and asking for people to get involved in making sure their voices are heard. Additionally, we have used zoom to provide more opportunity to parents and our community to participate in our School Site Council and Board meetings. This will continue for the foreseeable future to allow for more options for people to participate.|Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents and to include administration when that support is needed. We will continue to work on this as our feedback from surveys and Healthy Kids Survey shows that is an area where we can always improve. Partnerships with our stakeholders is an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations.|Despite the COVID pandemic, the district has worked very hard to provide instruction to our students in-person from as early on as was safe to do. Our staff felt overwhelmingly that having students in school for in-person learning was a priority. We also heard from our crisis counselors that the mental health need of the students was at an all time high. They joined zoom sessions with teachers and tutorial sessions so that they could provide support for what they needed. We have experienced good relations with both our teachers association, our classified association, Tuolumne County Public Health officials and our County Superintendent and we were able to create an MOU that allowed for the safe reopening of our schools. Our community was very supportive of our progress. There were some students that opted to stay on remote learning or independent study even after all students came back in person. That was a true relationship-building opportunity that we experienced. We need to focus now on the students that may need to remain on independent study either by their own choice or that of their parent. This is a hurdle for our staffing as we are limited in the numbers that we can serve. We will provide a second IS teacher if needed as we did in the 2020-2021 year.|3|3|2|3|3|3|3|3|3|3|3|3|2021-08-10||2021 55751840000000|Big Oak Flat-Groveland Unified|3|The district has had a difficult time recruiting families to serve on advisory groups, especially during this pandemic year. Attendance has increased at our Board Of Trustee Meetings, and other virtual events, and we have relied on surveys for input from our stakeholders. The district will focus on personally reaching out to families, especially those from underrepresented groups to ensure we receive input from all stakeholder groups.|The switch to remote learning was very sudden and teachers and principals had to adapt very quickly to a new method of instruction. Staff participated in many professional learning opportunities that were centered around the use of technology and methods to engage students in distance learning. Although teachers did send home materials for students with information for parents, it was not specific resources to develop student learning in the home. Parent-teacher conferences were held virtually for k-8 students. The district will focus on providing professional learning to teachers on engaging families to support student learning and development in the home|The pandemic has impacted the ability for families to engage in activities, programs, volunteering and face-to-face conferences with staff. Communication between staff and families has increased during Distance Learning as it has been necessary to provide detailed information for students to be successful during this method of instruction. It will be a priority of the District to encourage our families to return to campus, as soon as it is deemed safe to do so. The District understands that volunteers and support from home are essential for our student's success.|5|5|4|5|4|4|5|5|4|3|5|4|2021-06-16||2021 56105610000000|Ventura County Office of Education|3|VCOE believes strongly in the partnership between our schools and our families in ensuring student success. Providing opportunities for families to have their voices heard and share in decision making is important and necessary. Therefore, VCOE has focused heavily on providing these opportunities to our families and we believe this is a strength that we will continue to build upon. Parent/Caregiver voice is sought out in the forms of surveys, meetings, and the open lines of communication between schools and families. VCOE continuously strives to have systems in place to be responsive to the current needs of our school communities. Due to the transient nature of our court and community schools, an area of growth for VCOE is to find ways to have consistent parent/caregiver representation on our school site committees such as school site council and English language advisory council. VCOE will focus efforts on ways to engage families in these opportunities while ensuring that these opportunities are meaningful and productive.|VCOE Schools and Programs serves a large percentage of students with special needs that have individualized educational plans (IEPs). It is critical that all stakeholders are knowledgeable of each students’ unique needs in order to ensure that all needs, both academic and social-emotional, are being met. VCOE has built a strong network of support, not only among staff but also with families. Parents/caregivers are an integral part of their student’s IEP team which meets regularly to discuss progress in all aspects of the student’s educational program. Consistently involving parents/caregivers in the IEP process, as well as providing training opportunities to parents/caregivers so that they are knowledgeable on the educational program, are a strength for VOCE Schools and Programs. As VOCE continues to grow and evolve our goal is to find additional ways to keep our families abreast of updates in educational programs and best practices in providing academic and social-emotional support to their child.|VCOE has established a culture where open communication and collaboration are key. We value the relationships with our school families and believe that parents/caregivers play a vital role as our partners in their student’s educational program. A strength in our organization has been the open and regular communication between school and home. Another area of strength is the expansion of supports and services for our Spanish speaking families and parents/caregivers of students experiencing homelessness, who are socio-economically disadvantaged, Foster Youth, and/or English Learners. VCOE School and Programs serves a unique population of students, many of whom are from underrepresented groups and their needs remain at the forefront of all we do. VCOE Schools and Programs continuously strives to grow and evolve to best serve our school communities. Therefore, one area of growth we will focus on is building upon our current parent/caregiver outreach, finding creative and effective ways to communicate and increase parent/caregiver/family involvement at school and VCOE events.|4|4|4|4|4|4|4|4|3|3|3|3|2021-06-28||2021 56105610109900|Vista Real Charter High|3|Parent involvement has increased over this past year, we think in large part due to there being an option to attend and participate virtually. Parents indicated they appreciated participating in the senior nights, parent education nights, awards events, and PAC/ELAC meetings. Vista Real plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families. The school will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings. Although parents attend meetings and events, an area of improvement for Vista Real is to find a way to actively engage families in the planning and implementation of programs. One key finding from the local survey was from parent responses. When asked in the last school climate survey if they felt that their school tries to get parents/guardians to be part of the decision-making process, 89% responded that they agreed and strongly agreed. This year, 82% felt it was easy to contact their teacher. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent reflected, “My daughter struggled this year and her teacher never gave up on her.” The school meets with parents/guardians at the beginning of the year to plan out their students courses for the year. Regular check-in occurs monthly. Professional Development offerings have been provided to staff regarding building relationships, student engagement, and trauma informed practices. Parents indicate they have seen an increase in invitations to participate in PAC meetings over the past year and appreciate the option to attend virtually. This is something Vista Real will continue to provide upon return to in-person instruction. Families enjoy the parent education night offerings and would like to see more offered throughout the year. Parents indicate that there is ongoing communication and offerings. However not in the area of legal rights, so this is an area we will need to further look into and implement.|Building relationships is at the cornerstone of Vista Real’s program. Parents and students report they appreciate the one-on-one attention they receive, the low staff-to-student caseloads, and the supports of counselors, tutors and paraprofessionals. Parents reported that Vista Real benefits from having multiple methods of communication for reaching out to students, parents and families, including regular phone calls and email. During Distance Learning parents felt that overall, regular communication from the school increased. Parent Square and social media posts have been an effective means of distributing information and we will continue to utilize these methods even upon return to sites. Parents and students report feeling comfortable reaching out to school staff if they have questions or concerns and students felt they have a safe adult they can rely on at school. Parents and students indicate they are able to receive support in Spanish when needed. Parents have indicated they would like their child to be held more accountable with regular access to their child’s grades. Vista Real needs to continue looking into implementing the parent portal that is in the Student Information System. Parent outreach has greatly improved at the school and participation numbers increased this year. So far this year, there have been 69 parents participating in our parent meetings including PAC/ELAC. Additionally, there were 1,900 parents attending orientation, conferences and awards last year. Students report the following, “The communication between me and my teacher as well as the communication between me and the counselor is going well,” and another shared, “I like how the teachers are consistent.” Parents shared that our school has built trust with students and parents. One parent shared, “I really appreciate how nice and understanding all the teachers are, it makes distance learning so much better and it’s a relief to have such reliable help.”|4|4|3|3|3|3|4|2|2|2|4|2|2021-06-07||2021 56105610112417|Ventura Charter School of Arts and Global Education|3|"From March, 2020 until March, 2021 VCS utilized a ""Return to School"" Committee comprised of all stakeholders, parents, board members, teachers, and classified staff. The committee met frequently to develop multiple plans for returning to school safely. A number of parent information/update meetings were held virtually. VCS surveyed parents frequently to determine their needs for support with distance learning as well as how and when they wished to send their students back. In March, parents had a choice to return their students to school in a hybrid model. Out of 370 students, 195 returned to in person hybrid learning. May, 2021 a year -end parent survey was conducted. From the data, we believe we did a better than average job with our Distance Learning program and provided as much support to our parents as possible. An area that continues to present opportunities for improvement is our communication and collaboration with our Spanish speaking parents. --92% agreed VCS leaders value the role that families play in their child's success. --94% agreed that they felt supported by VCS during the school year. --94% agreed that VCS provides adequate updates, information, and communications in a language they understand. --93% agreed that they were satisfied with the amount of access to and communication from their child's teacher. --90% agreed that VCS communicated adequately about how to access free meals. (8% Don't Know) --92% agreed that they were satisfied with the way VCS handled COVID-19. --84% agreed that VCS provided adequate technical assistance to help families with remote/distance learning. (11% Don't Know) --85% agreed that they were satisfied with the amount of work provided to their child. (3% Don't Know) --83% agreed that their child's schoolwork was appropriately challenging. --81% agreed that VCS provided mobile technology, (iPads/netbooks/headsets) (16% Don't Know) --45% agreed that VCS provided free internet access to families who requested it. (53% Don't Know) --81% agreed that VCS provided their child with social-emotional support this year. (11% Don't Know) --79% agreed that their child was engaged in his/her school work this year. --78% agreed that their child made adequate academic progress this year. (7% Don't Know)"|During the 2020-21 school year, VCS worked very hard to build partnerships with all parents during the pandemic. After the end of the school year, VCS held a series of parent meetings and surveys to learn how to best support them during this difficult time. All surveys and school notices were in both English and Spanish. Adjustments were made in the School's distance learning program to provide parents with much more support beginning in August, 2020. Parents were no longer required to teach their students as teachers provided four hours of synchronous instruction and teachers held office hours and small group instruction in the afternoons. School materials were distributed as were electronic devices, headsets, hotspots, and student desks. Information went out weekly on how to access free meals and technical support. A bi-lingual IT Coordinator met with parents by appointment to troubleshoot issues with hardware and software. Many parents reported that VCS was providing much more instruction and support than the local school district. We had two school Counselors meeting with students and their parents that were struggling--one of which is bi-lingual. We will continue to find ways to engage underrepresented families through meetings and surveys. The school is also expanding its bi-lingual staff including its Office Assistant and Counselor which we believe will provide more support for all of our families.|VCS provides regular support to teachers to improve their capacity to partner with families. Teachers maintain classroom websites (translated into multiple languages) with a wealth of resources for families to support student learning and communication about what is happening in the classroom. The school has adopted the use of Parent Square which allows for streamlined communication with parents. Parents can set their preferences as to how/when they receive notifications. This ensures that parents are able to receive communication in whatever form is most accessible for them. Student-led parent conferences are held formally twice a year to encourage and promote transparency and communication about student progress. Our previous goal was to find ways to engage our Spanish speaking families and to increase participation in school meetings. Prior to COVID we were making progress on this focus area. Teachers who plan and coordinate school events had begun incorporating more culturally inclusive elements. We will continue to work on this focus area.|5|5|4|4|5|5|5|5|5|5|4|5|2021-09-23||2021 56105610121756|BRIDGES Charter|3|Bridges' current strengths include significant degrees of transparency in policy and decision making processes. Parent participation in Director's Coffee Chats that are held monthly have had significant increases in participation. Parents continue to remain involved in volunteering in many ways including in classrooms, on field trips, with specialists, and with school-wide events. In 2021, Bridges Charter School created an Equity committee to support inclusion and engagement of underrepresented families, students, and staff. Further, we have developed policies and incentives to enhance the diversity of our teachers and school leadership.|Bridges' current strengths include significant degrees of transparency in policy and decision making processes. Parent participation in Director's Coffee Chats that are held monthly have had significant increases in participation. In these meetings, the Directors review student learning outcomes and student learning data engaging stakeholders in discussions about strengths and areas of growth using student data as a discussion point. Further, the school hosts an annual LCAP stakeholder input session which includes parents, teachers, staff, and students. The Board's Academic Excellence Committee also reviews the Charter promises, using student learning data to develop goals and assess progress in meeting outcomes. In 2021, Bridges Charter School created an Equity committee to support inclusion and engagement of underrepresented families, students, and staff. Further, we have developed policies and incentives to enhance the diversity of our teachers and school leadership.The Equity Committee specifically will analyze gaps in student achievement across different subgroups of students and will implement programs, interventions, and strategies for closing identified achievement gaps.|"Annually, Bridges Charter School surveys all parents using an electronic instrument to collect feedback regarding school strengths and areas for growth and improvement. The survey we ask parents to complete is aligned with our LCAP Goal 3, ""Providing an effective environment for learning based on whole child tenants (healthy, safe, engaged, supported, and challenged), and the Bridges Charter Expected School Wide Learning Results (academic standards mastery, oral/written expression, critical thinking/reasoning, creativity, personal responsibility, social emotional growth)."" Specifically, parents are asked to respond to questions about their inclusion in school decision making, opportunities for parental participation, quality of instructional programs, student progress, home-school communication, campus safety and school climate. Parent satisfaction for the 2019-2020 and 2020/2021 school year indicate that at least 70% of respondents agree or strongly agree that Bridges is effective in the following areas: Student Instruction, Engagement, Support, and Challenge with Learning Social Emotional Learning and Conflict Resolution Skill Development Healthy and Safe School Climate Parent Involvement in Meaningful Ways Communication, Organization, and Administration Further, in the 2019-2020 school year preceding the COVID pandemic, 34% of Bridges parents were involved in school leadership organization and activities, and 62% volunteered in their child’s classroom."|5|5|3|5|5|5|5|5|4|4|4|5|2021-10-03||2021 56105610122713|River Oaks Academy|3|Due to the nature of our program, the parents and families are heavily involved in all areas of the program. Their input is solicited via surveys and at the regular meetings with their coaching teachers. Parents make up a part of the governing board and also are involved in the PAC, the ELCA committee, the curriculum committee, the budget committee and individually as much as possible outside of any committee as well. We seek the input of our parents and stakeholders as this program is developed for our students and guiding comments from our parents are driving changes and improvements.|"The nature and structure of our program heavily depends on our teachers and staff to build relationships with our families. In our program, the parents are the academic facilitators and work closely not only with their students, but also with their assigned coaching teacher. Our teachers continuously provide not only feedback on the student's academics, but also support the parents with the appropriate and necessary resources. River Oaks and the parents as well as the students form a close team that works together to help the student be successful. Without that partnership our program would not be successful. It is exactly that teamwork and partnership that draws so many families to our program. Parents always have the right to advocate for their children, however, in this partnership, this goes beyond the ""right of the parent"" but is a necessity for the parent to help the teacher understand how the student learns and to communicate other essential support the family needs to continue to personalize the learning for the student."|ROA teachers continuously engage with their families. It is the staff's strong belief that the academic success of each student depends on the trust and relationship they have with their teacher and therefore, it is our first and foremost goal to create relationships with each one of our students. As a personalized learning program, we pride ourselves in the fact that we address the needs of the whole child and therefore, our relationships that we build with our students and our families are imperative to this.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-03||2021 56105616055974|Meadows Arts and Technology Elementary|3|The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents including underrepresented families. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Core Values. These committees are made up of all stakeholders, and after their research and discussion make recommendations to the MATES Board for any additions or changes to the MATES Program and policies. Additionally, the MATES Parent Teacher Organization provides many family engagement activities throughout the year. Both the Parent Organization and the School provide parent surveys to evaluate the effectiveness of the programs.|The Parent Participation goal on the MATES 2019-20 LCAP was to Increase parent participation in student academic achievement. The expected outcomes were to Increase parent engagement through education. Providing grade-level specific tool kits allowed parents access to materials in order for them to adequately assist their students at home. MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps the parents connected to the happenings on campus and in the classroom. MATES teachers provide a great amount of communication to the parents via personal emails, conferences, classroom newsletters and websites. Additionally, MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. These effective communication methods have helped keep parents, typically underrepresented, engaged in their students’ academic achievement. The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Core Values. These committees are made up of all stakeholders, and after their research and discussion make recommendations to the MATES Board for any additions or changes to the MATES Program.|MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. Grade-level specific tool kits allow all parents access to materials in order for them to adequately assist their students at home. All parents are encouraged to attend monthly Directors' Dialogues in order to participate in an informal dialogue with the Directors. These meetings allow for open communication and the ability of the parents to ask programmatic questions and provide input and feedback. The MATES community is a very inclusive environment, and holds many school-wide events to promote family engagement including STEAM Night, International Night, Movie Night, Parent Education Nights, Winter Art Gallery, etc. All parents are welcome and encouraged to volunteer in any capacity allowing them to become engaged in the school and their child's learning. These effective communication methods have helped keep parents, including those of the typically underrepresented families, engaged in their students’ academic achievement.|5|5|5|5|5|5|5|5|5|5|5|5|2021-05-17||2021 56724470000000|Briggs Elementary|3|Briggs School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. We seek input from our Parent/Faculty Organization (PFO), School Open House events, Parent Nights, Back to School Nights, School Site Council, and DELAC. As a small school district, we are able to connect with our families on a personal level and survey data indicates that parents feel comfortable sharing their concerns with the district. Whenever a survey is submitted for responses from the parents and community it is shared out at the Board of Trustees meetings with discussion of next steps.|Briggs School District provides various opportunities for stakeholders to engage in their children's learning which include Parent Nights, Back to School Nights, fall and spring parent conferences, IEP meetings, LCAP in Action events, Latino Family Literacy, and ESL classes for parents. We have several new, beginning teachers on our staff and will continue to provide support systems such as teacher induction programs and professional development opportunities tied to supporting teachers' professional learning to improve a school’s capacity to partner with families.|Briggs School District is committed to building relationships with all stakeholders including English learners, Homeless and Foster Youth, and special education. We translate all correspondence in a language that is accessible and easy to understand for all stakeholders. Parents receive school notifications in a variety of modalities that include but are not limited to; text message, email, phone call, marquee notices, monthly newsletters and weekly classroom announcements. One area of improvement to engage our underrepresented families would be to learn new strategies that build on understanding family strengths and cultures as it relates to academic improvements.|4|4|3|4|3|4|4|4|5|4|4|3|2021-06-10||2021 56724540000000|Fillmore Unified|3|The Fillmore Unified School District (FUSD) rates at initial implementation within Parent and Family Engagement (LCFF Priority 3). To gauge FUSD’s rating in Seeking Input for Decision Making, FUSD reflected on the systems in place to engage with parents and families. FUSD seeks input from families through regular stakeholder meetings such as School Site Council, English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), and the District Leadership Team. Due to the COVID-19 pandemic, during the 2020-2021 year, these events moved from in-person at the district office and at school sites, to virtual. Additionally, FUSD surveyed families regularly to inform district planning. FUSD sought input from parents and families through the use of online surveys. FUSD utilizes surveys of parents of students in the district throughout the year to solicit input on district plans and initiatives. In the summer of 2020, FUSD administered a survey that received 1201 responses from families. FUSD gave another survey in September which garnered 678 responses and a survey in October which had 666 responses. As FUSD crafted plans to reopen, surveys were sent to families at each of the school sites to gauge how families felt about returning to school and to establish numbers of students in each class. In the Spring of 2021, the FUSD developed the Local Control and Accountability Plan and sought parent input. FUSD administered a survey to all students and parents of students in the district. At the time of the survey, the FUSD was operating a hybrid model for students. The survey generated 492 responses, of which 132 were students and 233 were parents. The survey included questions related to the development of the Local Control and Accountability Plan (LCAP) to the development of goals and actions, as well as an opportunity to add qualitative comments. During the 2020-2021 year, each school site operated a School Site Council that included parent representatives. Each site with more than 21 English Learners maintained an ELAC. FUSD maintained a DELAC for which each school site sent a representative. FUSD has one site for which student enrollment of English Learners is below 21, but that site worked informally with the parents of their English Learners but sent a representative to the District English Learner Advisory Committee. During these meetings parents gave input on district initiatives, evaluated student achievement data, and acted as partners in establishing district direction. FUSD continues its focus to improve family engagement for events that are informative about the health and development of their students. FUSD is increasing the awareness and engagement for the events by utilizing social media and communications using the Blackboard Connect system. Additionally, FUSD operates school board meetings that are open to the public twice monthly, with a published agenda and public comment portion of every meeting.|The Fillmore Unified School District (FUSD) rates at initial implementation within Parent and Family Engagement (LCFF Priority 3). To gauge FUSD’s rating in Building Partnerships for Student Outcomes, FUSD sought input from parents and families. In the Spring of 2021, FUSD administered a survey to all parents. At the time of the survey, FUSD was operating a distance learning model for general education students in Transitional Kindergarten through 12th grade and special education students in 6th grade through 12th grade. Previously, FUSD re-opened schools for special education students in grades transitional kindergarten through 5th grade in November. The survey included questions related to Family Engagement (How can schools increase family participating in school activities and events?), Culture and Climate of Schools (How welcome and inclusive are our schools to you and your family?), and Teaching and Learning (How can schools improve teaching and learning during distance learning?). The survey generated 1177 responses representing all seven school sites in the district. Questions on the survey that provide staff with feedback related to Building Partnerships for Student Outcomes include reporting on receiving information on student progress, being informed of the grade level requirements, reporting on the communication about how to support student learning, and receiving information about the progress as an English Learner. The survey responses support FUSD’s rating in Building Relationships is Initial Implementation. 39% of parents strongly agree and 49.6% agree they have received information about their child’s progress. 28% of parents strongly agree and 49.2% agree they are informed of the grade level requirements for their children. 26% of parents strongly agree and 44.8% agree they are satisfied with their school’s communication about how to support their child’s learning. 26.5% of parents strongly agree and 51.7% agree they have received information about their child’s progress as an English Learner. While these survey responses provide indication that majorities of parents feel connected to the staff at their children’s schools, the data also indicate there are parents that do not. 2.3% of parents disagree and 1% strongly disagree they have received information about their child’s progress. 1.4% of parents strongly disagree and 6.8% disagree they are informed of the grade level requirements for their children. 2.7% of parents strongly disagree and 6.5% disagree are satisfied with their school’s communication about how to support their child’s learning. 3.7% of parents strongly disagree and 1% disagree they have received information about their child’s progress as an English Learner. FUSD builds relationships between staff and families through establishing welcoming environments, bilingual events, two-way interpretation of all verbal communications, translation of all written documents, and parent/guardian-teacher conferences.|The Fillmore Unified School District (FUSD) rates at initial implementation within Parent and Family Engagement (LCFF Priority 3). To gauge FUSD’s rating in Building Relationships, FUSD sought input from parents and families. FUSD administered a survey to all parents. At the time of the survey, the FUSD operated a distance learning model for general education students in Transitional Kindergarten through 12th grade and special education students in 6th grade through 12th grade. FUSD re-opened schools for special education students in grades transitional kindergarten through 5th grade in November. The survey included questions related to Family Engagement (How can schools increase family participating in school activities and events?), Culture and Climate of Schools (How welcome and inclusive are our schools to you and your family?), and Teaching and Learning (How can schools improve teaching and learning during distance learning?). The survey generated 1177 responses representing all district schools. Questions on the survey related to building trusting and respectful relationships included comfort asking staff for help, reporting concerns are taken seriously, reporting staff respond in a timely manner, reporting discipline and/or bullying are taken seriously, and reporting students have access to their teachers. The survey responses support FUSD’s rating in Building Relationships is Initial Implementation. 36.3% of parents strongly agree and 48.8% agree they feel comfortable asking for help. 25.3% of parents strongly agree and 51.2% agree their concerns are taken seriously. 27.4% of parents strongly agree and 53.3% agree the staff responds in a timely manner. 27% of parents strongly agree and 44.6% agree reports of bullying and/or discipline and taken seriously. 28.3% of parents strongly agree and 50.1% agree their child has access to their teacher for support. While these survey responses indicate that majorities of parents feel connected to the staff at their children’s schools, the data also indicate there are parents that do not. 2.4% disagree they feel comfortable asking for help. 1.3% of parents strongly disagree and 2.6% disagree their concerns are taken seriously. 0.7% of parents strongly disagree and 2% disagree the staff responds in a timely manner. 2.1% of parents strongly disagree and 3.1% disagree reports of bullying and/or discipline and taken seriously. 1.4% of parents strongly disagree and 4.2% disagree their child has access to their teacher for support. During 2020-2021, FUSD operated parent meetings, school events, and parent stakeholder groups. FUSD provides bilingual translation for district meetings and events with the task of facilitating parent and family involvement through communication, trainings, providing resources for social-emotional support, as well as accessing faculty, administration, and staff. Annual notifications are sent home to each family informing them of their rights and ways to advocate for students.|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-15||2021 56724620000000|Hueneme Elementary|3|The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services. Strengths/Progress in this Area: * Increasing opportunities for stakeholders to work together and to provide input Focus Areas for Improvement: * Building the capacity of and supporting family members to effectively engaging in advisory groups and decision-making|The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services. Strengths/Progress in this Area: * Many opportunities are being provided for family engagement (as outlined in our LCAP) * District has made improvements in order to create welcoming school site environments for our families and community Focus Areas for Improvement: * Exploring ways to improve 2-way communication between families and school sites - increase opportunities for parents to meaningfully participate in meetings * Balancing safety concerns/procedures with family access to school sites * Increase response rate on annual LCAP Survey (from a variety of stakeholder groups)|The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services.|3|3|4|4|4|3|3|3|4|3|4|3|2021-06-28||2021 56725040000000|Mupu Elementary|3|Mupu recognizes that constant communication with the home is key to student learning success, especially as Distance Learning has become the more prominent delivery system for teaching. Mupu conducted four parent surveys from October 2020 thru September 2021. The surveys asked for parent input regarding the “Effectiveness of Distance Learning”, ”Parent Attitudes Towards In- Person Learning”, Satisfaction with the Level of Parent Support, Parents Club is an active organization that plans several family events throughout the year. All families and stakeholders are welcome to attend and help organize and support these well-attended events. Additionally, Mupu has a School Site Council that reviews and guides the decision-making around the Single School District Plan, Local Control Accountability Plan, School Accountability Report Card, and the Comprehensive School Safety Plan. We will continue to work on building feedback through a variety of communication modes.|Mupu has worked hard to maintain open lines of communication and keep parents informed of school events, their child’s progress, and other important and useful information. This is achieved through emails, phone calls, social media, our updated website, and our new marquee. We have also purchased another bulletin board to post information on school grounds. We will focus on ensuring that all information is available in both Spanish and English.|Like many schools across the nation, Mupu Elementary School has pivoted from our usual routine of face to face contact and invested in Chromebooks and hot spots so that every family can stay connected to the school. Our Mupu Parent Info Night is still held within the first two weeks of the school year, but now it is held as a ZOOM meeting. The teachers pre-record a parent message and then make themselves available for questions. This allows the parents to meet their child’s teacher and learn about the school, classroom, and distance learning expectations. Parent conferences are also held by ZOOM several weeks later. It is during these conferences that parents are informed about their child’s progress prior to receiving a report card. Translators are always provided if one is needed. Many of the Mupu staff have been at this small school for over 20 years and have a deep understanding of the family dynamics. Educational, emotional, and financial resources are shared with families. Our website also offers several resources or links to resources. Whether in person, by text, by phone, or with ZOOM, Mupu will continue to work on providing resources for all families.|4|5|5|4|4|4|4|4|3|3|4|4|2021-06-16||2021 56725120000000|Ocean View|3|In the area of seeking input in school/district decision-making, we used the measure of parent/guardian participation in meetings of the advisory committees. As noted in the LCAP, each school is focused on increasing parent participation in advisory committees. The district increased parent engagement opportunities via regular parent meetings. A full-time district bilingual Parent Engagement Coordinator position was implemented in order to assist school sites in increasing parent participation.|In the area of promoting participation in programs, we used the measure of providing trainings and workshops that are linked to student learning and/or social-emotional development. With the support of the above mentioned bilingual Parent Engagement Coordinator and significant effort by each site administrator, we made strong progress in this area. As noted in the LCAP, each school site conducted parent trainings, workshops, and family events. Examples of these activities include: Latino Literacy Project, Parent Technology Nights, Family Literacy Nights, Positive Discipline Workshops, Student Success Workshops, Health and Wellness activities, as well as well-attended Back To School Nights and Open Houses.|The Ocean View School District has made good progress in the engagement of parents. Priorities were established in the LCAP in these two areas based on parent and administration surveys. The two areas of focus were: an increase in parent input in the decision making of the schools/district, and parent involvement in trainings and workshops.|4|4|5|4|4|4|4|4|4|4|4|4|2021-09-14||2021 56725205630405|Valley Oak Charter|3|The school develops its onsite educational programs through parent input on surveys and in discussions by the school Steering Committee. Parents serve on the Board of Directors, Steering Committee, Parent Advisory Committee, and a number of specific decision-making committees. Using records kept by the school’s Programming Coordinator, 2019-20 engagement figures showed that 60% of families had a parent serving on one of the school’s committees. In 2020-21, these committees were suspended due to the school closure. The Curriculum Committee and the Steering Committee continued, as did the Board of Directors. • In 2019-20, 68% of VOC’s parents consistently completed their scheduled duties as an Assisting Parent and/or served on a schoolwide committee. As “Assisting Parents,” parents volunteer to help in classrooms, drive students to school events, or participate in some other capacity. Our school committees handle specific areas of school operation (curriculum, budget, library, programming, etc.) or school decision-making (Parent Advisory Council, Steering Committee and Board of Directors). In 2020-21, these duties were not assigned due to the extended school closure and restrictive COVID protocols when school opened in March. • 100% of our parents served as their child’s homeschool teacher. In this role, parents are directly engaged on a daily basis in the education of their children. • Valley Oak Charter offers its students a variety of elective workshops and learning activities, as well as academic support programs (such as tutoring and independent study sessions). These optional on-campus programs have been very popular with our students. In 2020-21, VOC ran these programs virtually through Zoom, Google Meet, etc. for 3/4 of the year, then in person for the last Ľ year. Participation records show that when the school was in full distance learning mode, 47% took 3 or more synchronous Zoom activities per week; 17% took 2 or more activities per week; 11% took only 1 activity per week; 25% were not engaged in virtual classes. 50% were engaged in Google Classroom or “Class-in-a-Bag” asynchronous activities. During our in-person hybrid mode 52% took on-site workshops 2 days a week; 17% took synchronous Zoom classes, and 21% were non-participating.|Each Supervising Teacher at Valley Oak Charter oversees 25 students at their assigned grade levels (K-3; 4-8; 9-12). Supervising Teachers (STs) meet with their families on a regular basis and make phone contact at least once a month. Teachers communicate with their families weekly through student work records. STs also teach optional, on-site classes where they interact with students and create trusting relationships. Each week, staff meets and discusses children and their needs. Families interact with each other and with staff at frequent Open Houses and family events on campus and in the community. 2021 Parent Survey Results: on our 2021 parent survey: 92% said the school offered an emotionally and physically safe space for their children to learn; 97% felt the school adequately supported both parents and students in their homeschool learning program. 80% of parents reported engaging with their students’ Supervising Teacher at least once a month, and 51% reported once a week or more. The school is now working on improving communication with parents and students about their children's progress in learning the Common Core Standards.|Valley Oak Charter holds regular staff meetings in which staff discusses strategies for improving our partnership with families. The school offers workshops at Open House and Orientation meetings to teach parents how to better serve their children as their primary teachers. Families meet regularly with their Supervising Teachers to collaborate in setting goals and evaluating progress for the children. Parents are informed of their rights through workshops, the school’s parent handbook, and at Parent Advisory Committee meetings. The school is working on improving communication for all families through the use of electronic communication, teleconferencing, the school newsletter, and individual family meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-10||2021 56725380000000|Oxnard|3|The Oxnard School District provides annual training to all schools on how to effectively run committees such as ELAC, DELAC, and SSC. Each year principals attend a training with SSC to ensure deep understanding of the parent rights and responsibilities on each committee. Additionally, parents receive training on Robert's Rules, and they are empowered to be leaders during these meetings. This information is also communicated to parents during DELAC and the Superintendent's PAC. Interpreters are included during all meeting to provide parents opportunity for authentic input and feedback. Additionally, the district is working on building the capacity of administrators, resource specialists, teachers, support staff and families in using the California Family Engagement Framework in planning effective parent and family engagement activities that are culturally responsive and supported by research. Building effective communication is a high priority for the district. At the different parent groups that meet regularly throughout the year, families have the opportunity to provide input about programs and processes that impact student learning and provide feedback for how funds shall be used. The district uses Family Engagement Surveys, LCAP surveys for parents and staff, and ESSER Planning surveys to collect on-going input from our stakeholders. These bilingual surveys are available on the district’s website and promoted through a variety of venues by Outreach Resource Specialists at every school. An identified area for growth is to continue strengthening two-way communication with all families, especially underrepresented groups within our district.|Over the last several years, building relationships with parents has been a priority for the Oxnard School District. The Oxnard School district has had tremendous success building collaborative relationships with parents, particularly parents of English Learners. In addition to regular participation in committees and councils, the district has also spent a great deal of effort in providing parents with training such as Project 2Inspire workshops (Levels 1-4). Project 2 Inspire is a parent leadership development program designed to help participants acquire the tools and resources to enrich communication with the district and advocate for their students’ academic success. Participants are empowered to become leaders who can make a difference at home, school, and community. The district employs a Manager of Equity, Family and Community Engagement to design and lead activities and programs to engage parents and families as partners in supporting the academic and social-emotional wellbeing of all students. Additionally, the district employs a Parent Support Liaison that helps coordinate parent and family engagement activities and a Community Liaison to work with our families of students most at risk. The Community Liaison is housed in the Enrollment Center and ensures that our students identified as homeless or foster youth receive additional supports and services. Every school has an Outreach Resource Specialist whose position is to work with parents in support of any school or community service that is needed. With the establishment the African American and Mixteco Steering Committees the district is expanding its partnerships with community groups that have historically been underrepresented and underserved. An identified area of need is to sustain an environment of trust and respect that honors and values the contributions of the district’s diverse communities.|As a district we are committed to working collaboratively with families to ensure that we foster authentic parent and family engagement by making parents an integral part of the decision-making process that impacts student outcomes at school and district levels. We do this in a variety of ways including regular ELAC meetings, DELAC meetings, School Site Council, the Superintendent's Parent Advisory Committee, the Special Education Community Focus Group, and the African American and Mixteco parent groups/committees. In addition, we host virtual parent meetings/webinars focused on Mathematical growth mindset, returning to in-person instruction, literacy, Pathway to Biliteracy evenings and High School and Beyond nights. High School and Beyond nights, occur at every school and are facilitated by the school counselor and the school principal. During these meeting, student academic achievement is discussed, parents learn how to navigate the high school setting, and connections are made to high school requirements. Additionally, parents and community members are an integral part of the LCAP development. During these stakeholder meetings, we discuss student achievement as well as how the school is addressing these needs. During this process, both Spanish and Mixteco interpretation is provided to ensure families have full understanding of the topics, and opportunities to provide feedback. The DELAC and PTA representatives are always in attendance. During the 2020-2021 school year, the district launched an African American Steering Committee and started hosting monthly African American parent meetings. This fall the district launched a Mixteco Steering committee and will start meeting with our Mixteco speaking families monthly. The district aims to strengthen relationships and effective two-way communication with these two groups and will provide parents and families with opportunities to engage in meaningful conversations about culturally responsive practices and positive student outcomes. An identified area of need is to increase cross-cultural awareness and build cross-cultural relationships within the district’s diverse ethnic and racial groups.|5|4|4|4|4|4|4|4|5|5|4|3|2021-06-23||2021 56725460000000|Oxnard Union High|3|The District offers leadership trainings twice a year where site admin, staff, and parent leaders are provided with information on SSC requirements/compliance, SPSA evaluation/review of services, needs assessments and the importance of parent input. The Superintendent includes parents and community members in the selection of site and District-level administrators, as well as continues to seek parent and community member input to drive DO policies, systems, and programs. The DO DELAC and LCAP Parent Groups, as well as site ELAC and School-Site Council groups provide authentic opportunities for families and community groups to engage in decision making opportunities. Areas of needed growth include providing site administration additional advocacy trainings to allow parents to understand the process in more detail as it pertains to their own school site. The District and sites continue to reflect and collaborate on ways to improve communication, building capacity of, and involving parents, especially underrepresented families, in school community and decision making committees. As part of providing parents with current information on all aspects of their students' learning environment, the District also provides parents pertinent student profile and achievement data various District and site parent meetings. Parents have many concerns about their students’ educational processes and providing them with visual displays on the performance of specific groups, gives them the information they need to ask questions and understand the importance of attending site School Site Meetings, as well as their individual English Learner Parent Advisory Committees and commit to becoming part of the decision-making processes.|The Central Office and sites continue to provide parent education and materials to families, in both English and Spanish, on various topics via the District newsletter, ParentSquare, Site Summer Mailers, and at various District and site Parent-Advisory Committee meetings. The District also offers leadership trainings for admin, staff, and parents on designing meaningful and engaging parent workshops and meetings. The DO-Parent Liaison and State/Federal Programs Department continues to design, implement, and facilitate parent training sessions on supporting student learning and development in the home, for families to understand and exercise their legal rights, and on how to effectively advocate for their students. The DO has also purchased a library of digital resources, in English and Spanish, for parents, which is also linked at the DO-landing webpage. Various Central Office Departments also regularly post other resources and trainings available to families to support learning at home on the DO webpage. Areas of needed growth include providing adequate interpretation services at all site parent meetings, including Mixteco, as well as training parents on how to access their ParentVue and ParentSquare accounts, to ensure a 100% parent participation in these vital school to home and home to school communication tools.|The Central Office continues to have strong relations and open dialogue with parent groups and community organizations. Parents feel comfortable expressing their opinions and collaborating with Central Office personnel to find solutions. Families from underrepresented subgroups regularly attend and participate in District-level Parent-Advisory Committees, including DELAC, LCAP, African-American Family Steering Committee, Superintendent Parent Advisory Committee, as well as various CTE Community Advisory groups. The Central Office and sites continue to provide regularly scheduled parent workshops and conferences on various topics identified by parents throughout the school year, including health fairs, FAFSA workshops, college application workshops, and conferences to allow parents and students to learn more about careers. The Central Office, along with site Parent and Governance Facilitators and other various admin, faculty, staff members continue to work towards Full Implementation and Sustainability, including embedding and progress monitoring family and community engagement goals in the LEA LCAP plan, as well as site WASC and SPSA plans, driven by parent and community focus group findings. While family engagement continues to be a strength at the District level, this continues to be an area of growth at some of the comprehensive high school sites. In order to improve the engagement of underrepresented families, training for site admin, faculty, and support staff will be provided on cultural appropriateness, to honor the strengths, contributions, and diversity families bring to site parent-advisory groups. Sites will work on building trust as a way to bring marginalized families to events by knowing their students and families, economic and cultural background, as well as identifying and removing barriers to family engagement.|3|4|3|4|3|4|4|4|4|4|4|3|2021-10-13||2021 56725460115105|Camarillo Academy of Progressive Education|3|"CAPE is governed by a unique school board. Sitting on the CAPE Governing Board are two teachers (who represent both classified and certificated employees), two parents (who represent the families who attend CAPE) and one community member (who represents the city). Administration has an open door policy and meets with parents on a regular basis. The PTSO is very active with the co-directors of CAPE. CAPE hosts ""chatter time"" once per month to allow parents to give feedback and ask questions. There is a feedback box in the main office and administration surveys and speaks to students to get feedback and ideas on a regular basis."|CAPE holds parent/teacher conferences twice during the school year (once in the fall and once in the spring). Teachers also have “Office hours” each Friday form 2:30-3:15 to meet with parents as needed. This year, CAPE has hired a literacy coach and math coach to help bridge any gaps from distance learning. An area of strength for CAPE is teaching students how to advocate for themselves and seek help when needed and have ownership over their education. Goal: To have 100% of all families (parents and students) to attend all conferences requested by the school to build a stronger team support system.|CAPE believes strongly in the partnership between school and home and realizes the importance that parents have in their child’s academic success. CAPE recommends that parents volunteer 40 hours a year to help their child both academically and their socio-emotional growth. The school implements strategies and processes for the regular involvement of parents of all children, including those of non-English speaking, children with special needs and online students. The school encourages the community including being active partners in the teaching /learning process. Currently, the school uses Parent Square to communicate. CAPE just started using GoToWebinar to host virtual events so more families can participate. Goal: Provide More Opportunities for Community Building especially during this time with COVID restrictions|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-28||2021 56725460120634|Architecture, Construction & Engineering Charter High (ACE)|3|Weekly new bills and regulations come out, which make it nearly impossible for all of this to be communicated effectively and in a timely manner. We do all that we can, as we can, however the rating of initial implementation is do to the vast amount of new policy and procedures that come out and we are to follow, and disseminating this is a challenge. With this in mind, ACE has incorporated a means of over communicating with families, which has worked positively for us during the pandemic.|Since ACE Charter is a small learning community of 260 students, it makes outreach on a mass scale doable and effective in a timely manner. We are always improving in areas of outreach meeting all students, and virtual learning/independent studies makes it very difficult, but we are at the full implementation phase, looking to return back to normal soon.|ACE Charter has worked hard on translating all communications between the school and the community. ACE is consistently working on building relationships and improving the school culture, especially during a global pandemic.|4|5|4|4|4|4|4|4|4|4|3|4|2021-05-13||2021 56725530000000|Pleasant Valley|3|PVSD was extremely successful in engaging parents and caregivers throughout the 2020-21 school year, particularly in seeking input for COVID-19 operational matters. To that end, a 130-member reopening task force was developed to create a comprehensive re-opening plan. The taskforce and taskforce subcommittees met multiple times to work through various challenges with operating in the pandemic-affected environment. In the development of the Expanded Learning Opportunities Grant Plan and Local Control Accountability Plan (LCAP), multiple meetings were held with the Parent Advisory Committee, District English Learning Advisory Committee, and PTA/PTX Roundtable Roundtable meetings. At the site level, principals engaged parents/caregivers through school site council meetings, English Learner Advisory Committee meetings, and LCAP input meetings, all held virtually. A next step in family engagement for PVSD will be to gather input on Parent University topics. For the 2021-22 school year, a part-time family engagement liaison has been hired to engage with families to increase the intentionality with parent/caregiver education and engagement efforts.|The partnership between families and educators to support student learning and wellbeing is highly valued by PVSD. The pandemic redefined how to engage in this partnership through the virtual environment. At the beginning of the 2020-21 school year, teachers were provided with copies of the Distance Learning Playbook by Hattie, Fisher, and Frey. The playbook provided clear strategies and best practices for communication with families through virtual means. As teachers launched their classes, they provided virtual onboarding sessions for families to introduce themselves and provide information on how their classes were structured. Back-to-School presentations were pre-recorded in order to ensure access. Meeting structures such as 504 meetings, IEP meetings, and parent teacher conferences all transitioned to the virtual environment during distance learning. Families were supported in understanding and exercising their rights and advocating through this redefined meeting structure. Teachers collaborated with families to work together towards improving student outcomes through the online structure. In order to provide families with resources and information, a PVSD Family Support website was developed. The website included a variety of online tutorials that explained the various learning platforms, so that parents/caregivers could support their students' learning. The transition to in-person instruction and meetings will necessitate conversations surrounding the role of virtual meetings. PVSD's next steps will be to analyze various meeting structures to leverage both the in-person and virtual attendance possibilities to better engage families and increase access for all.|PVSD has consistently engaged the community through transparent communication throughout the pandemic. The communication structure has evolved to be responsive to changing conditions, with PVSD providing weekly updates for the community through email and social media channels. PVSD has leveraged the use of webinars with chat features to provide more significant updates to the community. Meeting structures were adapted to the virtual sphere in order to increase access during the pandemic. The Parent University and Family Literacy Project were provided virtually for the 2020-21 school year. PVSD will need to continue to plan for supporting families with limited technology access with hotspots in order to ensure continued access to these activities when in-person access is not available. The increase in communication from the school sites has mirrored the district's communication model with principals providing ongoing updates, including making use of video announcements to provide families with campus-specific information. During distance learning, teachers regularly provided updated information through their technical platforms. On a regular basis, teachers conducted check-ins and morning meetings to develop greater student connectedness. While PVSD has made strides in the online engagement of families, the return to in-person instruction will also require us to plan for the safe re-incorporation of families into the physical school environment. Various campus parent/caregiver committees, for instance, the English Learner Advisory Committee are anxious to resume their in-person meetings to re-connect with the school environment.|4|4|3|4|4|4|4|3|4|4|4|3|2021-05-20||2021 56725530139592|Peak Prep Pleasant Valley|3|We have a Parent Advisory Committee, School Site Council, and reach out to our families for feedback. Through surveys, calls, meetings, and public hearings, we seek out feedback from our families. Parent Engagement, in general, is an area of opportunity for us. As an independent study, many families do their own thing. However, we are really seeking out ways to get them involved. A few ways we are doing that is: 1) We added a parent to our board 2) increasing communication: newsletter, progress reports, website, lower HR/teacher ratio to make additional time. 3) Parent Education Nights. 4) HS Information Night/8th Grade Transition to HS Night 5) McKinney-Vento Liaison.|Not only do we have a school wide plan, but we have additional support mechanisms in place. We have HR teachers assigned to provide additional support and do weekly check ins. In addition, we have content teachers that send weekly progress reports. Also, our sped teachers provide parent right forms in their email and every time they do an IEP. Areas of opportunities is parent education nights. We want to engage more families and educate them on support systems and resources for them.|Our strengths are our compassionate staff. We truly have a welcoming group of educators that want to serve their families and educate them. We provide HR teachers that build relationships with 15-25 students. They are their go-to forms of communication and check ins. These HR teachers are constantly checking in with students and families. An area of focus is catching disengaged students quickly. We will have multiple forms of check ins: Content teachers, HR Teachers, and Counselors. Multiple people will be check in with students. They will build those relationships and help them transition and adjust to an online platform.|5|5|5|5|5|5|5|5|5|4|4|4|2021-06-09||2021 56725536120620|University Preparation Charter School at CSU Channel Islands|3|Strengths: Families feel they are able to contribute in helping the school, families feel that advisory groups make meaningful contributions to the school, Progress: Families feelings of engagement with the school Focus Area for Improvement: Empowering parents to be more involved in decision making and providing input.|Strengths: Responsiveness of teachers, regular parent/teacher conferences, parent education nights Progress: Continue to seek input from parents on the types of parent education nights and resources they most need in order to support learning at school Focus Area for Improvement: Educate parents on understanding and exercising their legal rights and how to advocate for their students|Strengths: Creating a friendly environment, showing respect to different races, ethnicities, genders, and backgrounds, employees commitment to the school’s success, caring relationships between families and administrators, families treat teachers and administrators with respect, administrators and teachers treat families with respect. Progress: Making sure that communications are provided to families in ways that are easily understood. Focus Area for Improvement: Find ways to help families feel comfortable to share concerns with administration.|5|5|5|5|4|4|4|2|4|4|4|4|2021-06-25||2021 56725610000000|Rio Elementary|3|The Rio School District has offered hybrid meetings, developed a series of multi-lingual surveys for community stakeholders where they can provide input for programs and plans. The hybrid meetings resulted in a significant increase of parent involvement at all school and district meetings. This format allows for underrepresented groups to attend and participate in meetings where barriers may have prevented them before. The district has identified this as an area to focus on. By continuing to offer hybrid meetings we will continue to gather more input from underrepresented families which will be utilized to guide the planning of school and district wide programs and plans that are responsive to the community.|The Rio School District has made great progress in engaging parents and community members in decision making, promoting parental participation in school programming and establishing parent engagement as a priority in Rio’s Local Control Funding Formula. Examples of engagement include Mixteco community meetings, community engagement and support nights, district programs and plan review at Parent Advisory and District English Learner Advisory Committees and hybrid parent meetings which have proven to increase parent involvement over the last year. The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students with unique needs. Additional strengths include the maintenance of our parent outreach liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school. The Rio School District has offered hybrid meetings, developed a series of multi-lingual surveys for community stakeholders where they can provide input for programs and plans. The hybrid meetings resulted in a significant increase of parent involvement at all school and district meetings. This format allows for underrepresented groups to attend and participate in meetings where barriers may have prevented them before. The district has identified this as an area to focus on. By continuing to offer hybrid meetings we will continue to gather more input from underrepresented families which will be utilized to guide the planning of school and district wide programs and plans that are responsive to the community.|The Rio School District has maintained a parent outreach liaison, school counselors at all schools and school support specialists at each school in order to support families and to ensure a safe and welcoming environment. The parent outreach liaison works with all sites to provide a series of parent-school workshops at each site in order for our school community to have a deeper understanding of the educational process as well as how to improve and increase communication between parents and and school/district personnel. The Rio School District continues to improve parent engagement by working with all sites and district personnel in creating and strengthening the parent series of workshops each school provides to their school community with a clear focus on families who are disengaged and/or whose children are at risk of not graduating. This support also includes targeted support for underrepresented families which includes providing referrals and connections to community based services in the county. Rio School District developed and continues to improve a series of surveys to engage and gather input from all community stakeholders each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey orally since Mixteco has no written language. The Rio School District continues to seek out parents of families who are disengaged by providing hybrid parent nights in which parent feedback is sought out in order to help us guide programs and plans that are responsive to the local community.|4|4|4|3|3|4|3|4|4|4|3|3|2021-06-30||2021 56725790000000|Santa Clara Elementary|3|Parents are encouraged to be partners in their children's education. Parents play a crucial role at Santa Clara through their active participation and involvement. There are two active, organized parent groups, the School Site Council (SSC) and the Parent Teacher Organization (PTO). The SSC guides and approves the decision-making in developing the Single School District Plan, Local Control Accountability Plan, School Accountability Report Card, Technology Plan and the Comprehensive School Safety Plan. The PTO raises money and in many other ways supports SCESD and its students. All families and staff are welcome to attend these meetings and get involved with school activities. Communication is open and ongoing.|Santa Clara Elementary continues to work toward building trusting and respectful relationships with families. Staff strive to create open lines of communication to inform parents of their child's progress, to keep families and the community aware of school events, and to ensure that all families feel welcome and a part of the school campus. Communication is achieved through parent letters, emails, phone calls, social media, school website, and parent meetings. Information is available in both Spanish and English as needed.|Santa Clara holds our annual Parent Information Night within the first two weeks of school. Parents are able to meet their child's teacher and learn about school and classroom expectations, policies and procedures. Progress reports are sent home midway through each trimester to inform parents of student progress. Parent/teacher conferences are held in the fall and in the spring to inform parents of how students are achieving. Translators are provided as needed. Resources are available and shared with parents as needed, including educational, emotional and financial. Adopted curriculum in both English Language Arts and mathematics has a digital component that parents and students can access from home, including tutorial videos of the daily lessons and online textbooks, practice activities and games. Our school website has resources and links available to families. SCESD is committed to continued efforts in providing resources to all families.|5|4|4|5|4|4|4|3|4|4|4|4|2021-06-16||2021 56726030000000|Simi Valley Unified|3|Simi Valley Unified School District (SVUSD) provides numerous opportunities for families to engage in groups and decision-making. Families have numerous opportunities to participate in a wide range of school-level and district-level groups ranging from School Site Council, Local Control and Accountability Plan (LCAP), District English Learner Advisory Committee (DELAC), site-level English Learner Advisory Committee (ELAC), Bond Oversight Committees, and school board meetings. All families are encouraged to participate in such meetings. Many receive communication about attending through e-mail communication to automated calls to the use of social media to sending written communication with students to using traditional post office methods where applicable.|Simi Valley Unified School District (SVUSD) continues to focus on building and sustaining positive relationships with all stakeholders. Through the usage of various survey instruments, SVUSD is able to measure areas of strength and areas for growth. The instruments we utilize are LCAP surveys that are distributed to students, parents, and employees. We also utilize the California Healthy Kids Survey (CHKS). We also capture student voice through social-emotional learning surveys. One area where student voice is captured is on the topic of student-teacher relationships. An area we will continue to focus on is how we can improve our communication with underrepresented families as well how we can increase the level of participation in school-related and district-related events for underrepresented families.|Simi Valley Unified School District (SVUSD) offers a great deal of professional development and support to its employees. SVUSD also provides numerous opportunities for families to attend workshops and events where topics and strategies related to supporting the home to school partnership is a focus. Topics vary from academic support to tobacco prevention to suicide prevention and awareness to mental health to scholarship opportunities to Federal Student Aid support. Engaging and involving underrepresented families is also a focus when any of the above events are scheduled and organized. Interpreters are often available to support families who need interpreting and child care is provided if the supervision of young children prevents families form attending events. Communication is made in various modalities ranging from e-mail communication to automated calls to the use of social media to sending written communication with students to using traditional post office methods where applicable.|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-19||2021 56726110000000|Somis Union|3|Community engagement has been a priority for the Somis School District. Somis groups who have taken part in community engagement include Parents, Students, Teachers, the Somis Teachers Association (STA) site Leads, classified staff, community members, the board of trustees and our Parent Advisory Committee (PAC) and District English Language Parent Advisory Committee (DELAC). Ongoing communication in English and Spanish has been attained through several platforms: small focus groups, board meetings, advisory committee meetings and staff meetings. Focus Groups were led by the superintendent/principal in both English and Spanish. During the meetings, discussions were held around challenges encountered by students during the pandemic. In addition, discussions also included safety precautions needed to maintain a safe learning environment and opportunities for extended learning. Parents also brought up the need for additional capacity in the after-school program. A governance meeting was held with School Site Council members to seek input and discuss learning challenges by students during the pandemic. The common topic brought up by School Site Council members were connectivity issues, lack of continuity with instruction and shortened instructional days. The Superintendent/Principal met with the Somis Teacher Association (STA) teachers to discuss challenges. During the meetings teachers provided input around the need for extended day learning, summer school and a person to address student social emotional needs . Zoom meetings with parents were held in order to attain feedback in regard to challenges and success stories. Meetings were scheduled by grade level and were held both in English and Spanish. Students were also present during focus groups and individual conferences with parents. English learners and Special Education student needs were discussed on a regular basis during staff meetings, parent conferences and individual meetings with parents.|Somis School encourages all parents/guardians to actively take part in their children's education. This is accomplished through various opportunities such as volunteering, mentoring, joining school committees and participating in school workshops. One of the key offerings over the next three years will be our innovative Family STEAM nights which will be offered quarterly. In addition, partnerships have been forged with multiple Ventura County agencies, California Lutheran University and local Community Colleges. These providers will continue to offer our parents/guardians the tools necessary to support their children with their education. Parents will also be encouraged to take part in School Site Council and/or the District English Learner Advisory Committee with the intent to create partners in the education of students in order to ensure students thrive academically. Somis will continue to offer translation services for Spanish speaking parents when meeting with teachers to discuss student academic progress.|Community engagement has been a priority for the Somis School District. Somis groups who have taken part in community engagement include Parents, Students, Teachers, the Somis Teachers Association (STA) site Leads, classified staff, community members, the board of trustees and our Parent Advisory Committee (PAC) and District English Language Parent Advisory Committee (DELAC). Ongoing communication in English and Spanish has been attained through several platforms: small focus groups, board meetings, advisory committee meetings and staff meetings. Focus Groups were led by the superintendent/principal in both English and Spanish. During the meetings, discussions were held around challenges encountered by students during the pandemic. In addition, discussions also included safety precautions needed to maintain a safe learning environment and opportunities for extended learning. Parents also brought up the need for additional capacity in the after-school program. A governance meeting was held with School Site Council members to seek input and discuss learning challenges by students during the pandemic. The common topic brought up by School Site Council members were connectivity issues, lack of continuity with instruction and shortened instructional days. The Superintendent/Principal met with the Somis Teacher Association (STA) teachers to discuss challenges. During the meetings teachers provided input around the need for extended day learning, summer school and a person to address student social emotional needs. Zoom meetings with parents were held in order to attain feedback in regard to challenges and success stories. Meetings were scheduled by grade level and were held both in English and Spanish. Students were also present during focus groups and individual conferences with parents. English learners and Special Education student needs were discussed on a regular basis during staff meetings, parent conferences and individual meetings with parents.|5|4|4|4|4|4|4|4|4|4|4|4|2021-06-11||2021 56726520000000|Ventura Unified|3|School Site Councils and English Learner Advisory Committees engage in robust meaningful discussions around student achievement, student connections to school, and family involvement as they craft their site’s School Plan for Student Achievement. Principals lead discussions around student achievement and social emotional data, and together, they create goals for their school aligned to the district’s LCAP and effective use of state and federal funds. Principals encourage all families, underrepresented families in particular, to participate and lead. Based on the May 2021 LCAP Parent Survey (914 responses) approximately 71% reported that the district actively encourages families to participate in district and school decision-making and advisory committees, while about 60% agreed that the district provides all families with opportunities to provide input on policies and programs. About 57% agreed that the district provides families with information and resources that strengthen their ability to support learning and development at home, and approximately 20% disagreed that the district asks for and uses parents’ input on issues and decisions that affect students. The district will continue to improve efforts to leverage school site councils and district advisory committees to promote and support the engagement of all families, in particular from underrepresented groups.|Increasing parent and community Involvement is Goal 3 of VUSD’s LCAP, and we are committed to developing multiple opportunities for the district and sites to engage in two-way communication between families and educators using language that is understandable and accessible to families; supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children; developing the capacity of staff to build trusting and respectful relationships with families, and creating welcoming environments for all families in the community. LCAP advisory committee meetings are held during the morning and evening to improve access and participation. Translation is always provided. Based on the May 2021 LCAP Parent Survey (914 responses) over 74% indicate that most teachers make time to discuss grades, academic successes, or areas of improvement with me and my child as needed. However, approximately 53% indicated that families are provided resources and training to strengthen student learning at home. The district will utilize allocated resources across of variety of strategic plans to collaborate with district personnel and agencies to build on strengths and address areas for improvement.|VUSD has an active Superintendent’s Parent Advisory Committee (PAC), District English Learner Advisory Committee( DELAC), Special Education District Advisory Committee (SEDAC), African American Advisory Council (AAPC), Migrant PAC, LCAP Advisory Committee, Ethnic and Social Justice Committee, and Parcel Tax Committee. Childcare funds have been designated in our LCAP and translation are provided at all meetings All meetings will be announced, and all families will be encouraged to participate. Based on the May 2021 LCAP Parent Survey (914 responses) over 80% of families indicated that the district values families as important partners in their student’s education. Over 72% indicated trusting and respectful relationships with administrators, and over 81% with teachers at their child's school. Over 77% agree that VUSD school personnel welcome and include all families as partners in their children’s education. More than 75% report that school staff respect and value the diversity of family strengths, cultures, languages, and goals for their children. Over 86% indicate that VUSD schools communicate with families using language that is understandable and accessible. However, only approximately 50% overall (70% of Spanish-speaking respondents) feel that the district reaches out to families and community to encourage involvement and input from any underrepresented groups in the school community. The district will utilize the Communications Coordinator, its active social media presence, call center staff, and designated LCAP funds to build on strengths and address areas for improvement.|3|3|3|3|3|3|2|2|3|3|2|1|2021-06-22||2021 56737590000000|Conejo Valley Unified|3|Parent Engagement for shared decision making continues to be a priority for the District. A concerted effort to engage parents in meaningful ways through our parent advisory committees: District Advisory Council (DAC), District English Language Advisory Council (DELAC), GATE-District Advisory Council (GATE-DAC), Special Education District Advisory Council (SEDAC), and African American District Advisory Council (AADAC) and LGBTQ+ Advisory Council. Of note was the LCAP feedback received during the March and April meetings of the existing advisory councils (AADAC and LGBTQ+AC had not yet been formed) that included members working in small groups and providing input on LCAP actions from the standpoint of implementation at the sites, the efficacy of said action, and suggestions for continuous improvement. Parent representatives approached these tasks with purpose and their input helped to shape and update our current LCAP document. Prompted by stakeholder engagement, the focus of funding continues to be on: staffing, a professional learning plan focused on Universal Design for Learning (UDL), addressing the social-emotional needs of our students, increased support services, textbooks, professional learning for both certificated and classified staff, elementary counseling, mental health personnel, Special Education (SWD) support with an emphasis on best practices as related to inclusion in an effort to positively impact the District's least restrictive environment rate, and a continued focus on funding for the support and engagement of at-promise students which include the targeted student groups of foster, homeless, English Learner and students with disabilities.|Each year, the CVUSD distributes a survey to parents and guardians of our district students to aid in decision-making. The key findings from the survey are presented at multiple district and school site stakeholder meetings. The survey was developed through a collaborative process of stakeholders, including both district and site input. The CVUSD LCAP survey requested input on several key areas, including academics, school fit, parent engagement, student engagement and support. After analyzing the results of the survey, CVUSD found that 88% of parent/guardian respondents believe that their child’s school values the diversity of student backgrounds, 94% responded that other students in the school respect each other’s differences, 92% responded that school staff effectively create a school environment that helps children learn, and 92% responded that their school is a good fit for their child given their cultural background. The parent/guardian respondents overall feel that they receive key information from the school and district, with 87% responding that they are informed about their child’s academic progress. Parent engagement is encouraged at each school in CVUSD in a variety of ways. We conduct the annual parent survey in the spring and facilitate multiple district and school-level committees, including (but not limited to) PTA, School Site Council and multiple advisory councils, such as DAC, DELAC, GATEDAC, SEDAC, AADAC, and LGBTQ+ DAC. CVUSD also offers a district-wide outreach program, with Outreach Centers at several schools to support our students. The Outreach Centers focus on our unduplicated students and offer enrichment opportunities for at-promise students, including preschool readiness, tutoring, science academies, and a student mentoring program. Parent education courses are also offered, including classes in English, Spanish literacy, and monthly guest speakers for Parents Making a Difference. The annual survey included questions about parent participation and sharing of opinions.|During the 2020-21 school year, the CVUSD Board of Education approved the District Parent and Family Engagement Plan that provides a district-wide overview of outreach support and efforts across all Title I school sites. Family outreach efforts at elementary Title I sites will continue to be guided by the Parent and Family Engagement Plan that outlines guidelines, expectations, and practices for parent and family engagement. The Title I Outreach Program will provide families with technology support, ESL classes, parent workshops, and student tutoring. Similarly, all elementary, middle, and high school sites will provide parent and family outreach to support English Learners, Low-Income, and Foster Youth, ensuring it is linguistically accessible and provides parents and families with resources for meaningful engagement. In addition, CVUSD parents representing all schools serve on advisory councils, with parent representatives from each school in the district that guide CVUSD’s work. This includes the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. The District has added two new parent advisory councils: African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school. CVUSD is committed to provide PD to staff on the value and implications of Diversity, Equity, and Inclusion (DEI). During the 2020-2021 school year, all school principals and counselors engaged in training sessions focused on exploring the experiences of diverse students and families. This training also involved reading and reflecting upon peer-reviewed journal articles to better serve all students, including those who have been historically marginalized. CVUSD provides support to teachers and school staff in building partnerships to maximize student learning. CVUSD used our School Plan for Student Achievement (SPSA) process to garner input from stakeholder groups to better align with school groups and their needs. Teachers communicate with students and families using a variety of methods, including parent teacher conferences, Zoom/virtual meetings, emails, school and class newsletters, the Q student information system, Smores, Remind text messaging, social media platforms, and direct voice phone calls. Areas of improvement include: undergoing sustained professional learning for administrators, teachers, and classified staff in understanding and leading with a lens centered on equity and valuing the diverse experiences of all families. This area of improvement requires long-term professional learning and an examination of our existing school policies, practices, and culture.|3|3|3|4|3|5|4|3|4|5|4|3|2021-06-15||2021 56738740000000|Oak Park Unified|3|OPUSD is broadening efforts to include more parent input at the school and district level. These efforts include an increase in the number of parents serving on district committees, and regular communication regarding district goals and programs. Relevant District Goals include: -Conduct ongoing outreach (surveys, Doodle polls, etc) to stakeholders for feedback on a variety of matters and communicate feedback in a timely manner -Implement District-wide Communication Plan that includes a weekly communication for all stakeholders and district committee updates/summaries. -Expand teacher leadership opportunities. -Develop an application process and conduct outreach for district-wide committees to ensure greater access and breath of participation for those interested in serving.|OPUSD has increased the frequency of communication to parents and now includes district goals, priorities, and upcoming programs. Additionally, OPUSD has fully implemented a district wide communication platform, ParentSquare, to streamline and archive communications to parents. Key parent organizations are provided posting access, thus streamlining the communications to parents. OPUSD's focus on providing a 'Climate of Care' also provides a focus for our efforts to create inclusive campuses where families of diverse race, religion, and languages feel welcome and a part of the school community. The District's Diversity and Equity Task Force has set goals for the schools and District to continue addressing issues of equity and inclusion.|"OPUSD continually reflects on our Parent Engagement efforts. In 19-20, our focus for Parent Education was student social-emotional wellbeing. For instance, OPUSD offered Parent Education nights hosted by staff from Stanford University's Challenge Success. The topics for the workshops were ""The Well Balanced Child"" and ""Fit Over Rankings"". The first workshop centers on how the school and home can maintain a healthy balance between work time, play time, family time, and down time for students of all ages. The second workshop will focus on how selecting a college based on fit- as opposed to rankings - will lead to a better college experience for students, while also reducing the pressure students and parents feel to select a college based on name and rankings. Coming out of the COVID impacted years, OPUSD continues to partner with Challenge Success, remaining focused on the Weel Balanced Child and College Fit. Other parent information nights are offered throughout the year at all levels, focused on topics such as college applications, digital citizenship, study skills, conflict resolution, and more. This year, OPUSD instituted a new format for soliciting parent participation on district committees, with the goal of broadening the representation on these committees. Relevant District Goals include: -Continue to be sensitive to and supportive of the challenges of teaching and learning during the pandemic. -Ensure that our schools appreciate, celebrate, and provide equitable opportunities for all students. -Support and follow-up on recommendations from May 7, 2021, Collective Equity Final Report and continue the work of Diversity and Equity Task Force. -Maintain our relationship with Challenge Success at MCMS and OPHS and explore expansion of this program. -Conduct ongoing outreach (surveys, Doodle polls, etc) to stakeholders for feedback on a variety of matters and communicate feedback in a timely manner -Implement District-wide Communication Plan that includes a weekly communication for all stakeholders and district committee updates/summaries. -Develop an application process and conduct outreach for district-wide committees to ensure greater access and breath of participation for those interested in serving."|4|4|5|4|5|5|5|4|5|4|4|4|2021-06-22||2021 56739400000000|Moorpark Unified|3|"Parent input into decision-making was measured by survey participation and attendance at various district and school meetings. The findings from 2020-21 show: • Due to the COVID-19 pandemic, input from MUSD parents was sought through multiple district surveys that included: Technology Needs, Graduation Choice Options, Fall Instructional Models/Child Care Needs, Distance Learning Feedback, Elementary School Waiver • Participation in the LCAP Parent Advisory Group of parents of English Learners remained consistent from 2019-20 to 2020-21 • Spanish speaking family participation in the LCAP survey decreased from 74 surveys submitted to 69 surveys submitted • English speaking family participation in the LCAP survey increased from 546 surveys submitted to 1,125 surveys submitted • Attendance at ELAC/DELAC meetings and LCAP Parent Advisory Group meetings remained the same from 2019-20 to 2020-21. An average of 35 parents attended per DELAC meeting • Participation of parents of English Learners in Bilingual Coffee Chats remained steady Although Spanish speaking family participation in the online LCAP survey decreased, overall participation increased."|"Parent participation was measured by attendance at various district and school site meetings. The findings from 2020-21 show: • Each school principal held three “Principal Chats” during the year to gather input and encourage parent participation • Parents reported attending 1-3 school events or trainings (English- 88%, Spanish- 75%) • The Latino Family Literacy Project was offered for parents of elementary English Learners • Achieve the Core academic family guides were provided to parents in both English and Spanish • Each school evaluated and updated its School Plan for Student Achievement with input from key stakeholder groups, including underrepresented stakeholder groups An area of focus will continue to be professional development for teachers and principals to improve MUSD’s capacity to partner with underrepresented families."|"MUSD’s LCAP Stakeholder Survey is administered yearly to parents and students in grades 8-11. The data reported below is taken from the 2020-21 survey. The respondents agree or strongly agree: • Parents feel welcomed and listened to by their school (English- 85%, Spanish- 90%) • Parents feel well-informed and communicated with about their child’s progress (English- 83%, Spanish- 78%) • Students feel welcomed and listened to by their school (83%) • Students feel that school staff are involved and care about their academic progress (91%) In addition to the LCAP Stakeholder Survey, local measures to gauge parent input in school/district decision making and parent participation in programs were implemented during the 2020-21 school year as part of the MUSD LCAP, Goal 2, “Engage parents, families, and key stakeholders to support student success in school.” MUSD will continue to provide bilingual parent coffee chats, Latino Family Literacy Project, LCAP Parent Advisory meetings and Title I Parent meetings to ensure engagement of underrepresented families. Training on the Family Engagement Toolkit will be provided during District Leadership meetings and site staff meetings."|3|4|3|4|3|4|3|4|4|4|4|3|2021-06-15||2021 56768280000000|Santa Paula Unified|3|The Santa Paula Unified School District is committed to provide meaningful parent/guardian engagement opportunities. A variety of district advisory meetings and activities to involve parents/guardians in the LCAP process included the discussion and review of district goals, state and local data as well as proposed actions and services. A 60% increase was noted across all district advisory committees, District English Learner Advisory (DELAC), Parent District Advisory Committees (PDAC), Migrant Parent Advisory Committee (MPAC), and LCAP District Advisory Committee. Additionally, the parents who have participated in DELAC over the last five years have created a new parent group who encompasses other parents who are not part of DELAC. The parents have become involved in the development of the parent trainings that were offered last year through distant learning. Furthermore, the DELAC advisory committee suggested hiring a newcomer teacher, holding Saturday School for English learners, and providing parents with more training. There is a need to recruit Foster Youth parents in our committees. There is a small population of Foster Youth parents; however, it is important to make a conscious effort to reach out to them to ensure they have a voice in our planning of the LCAP goals and actions.|The district understands that in order to achieve high performance from the students, the parents need to be aware of the required outcomes needed on a yearly basis in order for their student to succeed academically. In doing so, the district has invested two years in preparing English Learner, socio-economic disadvantaged, and homeless parents in educating them of the process of the school culture. The parents have participated in the training provided by Project 2 Inspire Level 2, Mastery Level, and Level 3, Expert Level. The objective of the training is to provide high quality education, resources to help parents help their children to succeed in school. Additionally, it helps parents understand the U.S. System of Education and Accountability. Since our parents have completed Levels 2 and 3 they are able to offer Level 1, which is an awareness level of critical information about the California educational system and how it affects students and families. One of the challenges is to ensure that more of our homeless, foster youth families participate in the trainings. One of the goals is to start an English level training to support our English only families.|The district values parent participation and understands the importance of educating parents on the culture of school and its requirements. In doing so, the district continued to provide parent trainings via zoom every other Tuesday during the 2019-2020 school year. The topics ranged from contacting teachers, how to write emails, learning about google classroom, mental health, and supporting students emotionally during distance learning. Additionally, every school site continued to conduct their “Coffee with the Principal” to ensure the building of relationship between school staff and families. One of the challenges is finding ways for parents to participate since we continue to limit access to the school due to restrictions suggested by public health due to the current pandemic. Principals and staff are finding ways to meet with parents via zoom or through phone conversations. There is a deep of understanding of the importance of building a collaborative culture with families and staff.|4|4|4|4|4|4|4|4|3|3|3|3|2021-06-23||2021 57105790000000|Yolo County Office of Education|3|Parents of CCCS students are given the opportunity to be a part of the School Site Council (SSC). Combined meetings are held quarterly at the Cesar Chavez main campus. Through the SSC, parents, and students have an opportunity to give input to the development of the School Plan for Student Achievement (SPSA), and the Local Control Accountability Plan (LCAP). While these opportunities exist, it remains an ongoing challenge to have parents engage in these processes due to external constraints on parent participation. In spite of these social and economic constraints, we strive to engage parents at any and every opportunity.|All new students and their parents have a one-on-one meeting with the school administrator to orient them to the program and answer any questions. Topic-specific parent workshops will be scheduled for 2021-2022 based on the feedback in the same workshops from 18-19 and input throughout the 2020-2021 school year. Our ongoing aim is to increase parent/family participation in these offerings.|Our Alternative Education program prides itself on our outreach and engagement to our families. During the 2018-19 school year, parents were invited to attend school-wide activities such as the Back to School Community BBQ Dinner whereby parents, students, staff, and community members of Cesar Chavez Community School were treated to dinner, and had an opportunity to meet staff and visit classrooms. Parents and community members are also invited to attend School Site Council (SSC) meetings and other school events. During orientation, parents have an opportunity to review the progress of their students, get updates on school activities, provide input on the School Plan for Student Achievement (SPSA) and Local Control and Accountability Plan (LCAP). Families also are able to hear from staff and visiting speakers related to the needs of students and families. The culminating event of the year is our Spring Art Show and Open House where families and communities are invited to view and purchase student artwork. COVID heavily impacted the ability of our students and families to participate in these events. We look forward to bringing them back and working through our relationships to rebuild our community.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-22||2021 57105790132464|Empowering Possibilities International Charter|3|EPIC’s parent/stakeholder advisory body is the School Site Council/ELAC/DELAC which meets quarterly. This body provides important feedback regarding EL programs, programs for SED students, as well as LCAP. Stakeholders who are elected receive training in the body’s legal obligations. EPIC also builds the capacity of stakeholders through annual parent education nights. EPIC implements annual parent surveys and utilizes the results to inform the LCAP process. An area of growth in this area is for EPIC to find a way to increase parent survey participation.|EPIC has recently begun implementing the Parent Square communication tool which provides efficient access to student information in multiple languages. Teachers and parents have been trained in Parent Square, which enhances communication. EPIC provides families who need technology with Chromebooks and internet access so all students can access the curriculum. All EPIC teachers hold office hours and are expected to respond to communications within 24 hours. EPIC provides information regarding legal rights to families through the GCC Notifications and EPIC Parent/Student Handbook, but will strive to do a more consistent job of this in the future.|EPIC does an excellent job building relationships with all of our stakeholders. EPIC is a Flippen Group Capturing Kids Hearts National Showcase School for the third year, which is a testament to our positive school culture. EPIC communicates and provides information to all families in multiple languages and holds regular parent information nights to support parent involvement. EPIC employs a Parent Liaison who supports relationship building with all EPIC stakeholders. One area in which EPIC wants to improve is to increase parent involvement online, with a greater percentage of parents utilizing Parent Square communication tools.|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-25||2021 57726780000000|Davis Joint Unified|3|As noted above, our partnership with families as a result of the Spanish Speaking Partnership Network and our EL Specialists is a point of success and progress. This is also true of our parents as a result of the Parent Advisory Committee of the Native American Education and Title VI Program. A focus area for improvement will be in working with a larger network of families as we note a reliance on the same leadership voices within the English Learner Parent Advisory and Native American group. We would also benefit from higher participation in our surveys and believe proactive outreach will increase that engagement.|DJUSD strengths include our site English Learner Advisory Committees, Youth Truth Family Survey, the role of a Homeless/Foster Liaison. Community and staff benefit from the relationships established by the Climate Office, English Learner Specialists, and paraeducators who have strong relationships with families. Progress made includes the establishment of a Spanish Speaking Partnership Network that includes staff and leadership. This Network has been instrumental in contacting families, understanding needs, helping to network for wrap around services, and informing district systems. Additionally, our Ethnic Studies Task Force has solidified relationships with community partners interested in improving the experience of our BIPOC (Black Indigenous Persons of Color) students in Davis schools. This year has also been successful in establishing a Parent Advisory Committee of the Native American Education and Title VI Program. An area of need in partnership is in building relationships and capacity for families that are English Learners and speak a language other than Spanish. Additionally, we have begun initial outreach to families living in poverty through their community leaders.|Building Relationships and Social Emotional Learning (SEL) is a high priority for Davis Joint Unified School District and is directly aligned to Goal 3: Classrooms and school communities will be safe and inclusive environments. DJUSD has developed events and systems in order to create strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DJUSD hosts a Parent Engagement Night to invite parent perspective into the key decisions and future work of district leadership. Additionally, each school site holds events specific to their programs and coordinate parent events to support transitions from elementary school to junior high as well as junior high to high school. Staff have increased communication through messaging to include: Superintendent's bi-weekly Constant Contact email, social media, our DJUSD website, and personalized contacts from Principals. Additionally, our Spanish Speaking Partnership Network has increased proactive outreach. An area of success is in the hiring and utilization of a liaison for homeless and foster students. In partnership with our site counselors this has increased our ability to form relationships and meet student needs. We observe a lower level of engagement with our unduplicated families and intend to focus on increasing in-person communication and face-to-face time with these students and families by home visits and case management. Our 2021-24 LCAP plan includes hiring a liaison and coordinator for interpretation services in order to increase and improve engagement of underrepresented families.|5|5|4|5|3|4|3|4|4|3|4|3|2021-06-17||2021 57726780119578|Da Vinci Charter Academy|3|DVCA benefits from the opportunity to participate in stakeholder input activities at both the district and site-level due to its status as a dependent charter. At the district level, parents participate in the Superintendent's Advisory Committees which includes representation for EL, SPED, Site Council/Advisory and a PTO/Booster representative. At the site level, the DVCA Administration holds monthly Advisory Board meeting which are open to the public and include four elected, parent board members that are elected and provide representation for the stakeholder community. Notably, the Advisory Board members exercise oversight for important decision-making activities such as the DVCA LCAP, school safety plan, charter renewal and WASC process. DVCA also includes stakeholders, including DVCA parent/guardians, in the DJUSD School Governance Nights and the Parent Engagement Nights.These practices are firmly in place and represent ongoing strengths for involving parent/guardians in the decision-making process. A recent area of progress for involving parent/guardians in decision making is the use of surveys to solicit parent input on the progress and needs of the program. This is done using the Youth Truth Family Engagement Survey which asks for parent/guardian feedback on a range of areas including school climate, academics and student safety. The feedback from this survey is analyzed annually by DVCA staff and the DVCA Advisory Board to determine areas for improvement. DVCA, along with DJUSD, has also strengthened its ability to involve underrepresented families in the decision making process through a sustained effort to provide communication and outreach in multiple languages, especially Spanish. Surveys and communications from DVCA are now done on multiple languages using a digital translation service and two DVCA employees have been formally trained on the process for translating in the educational setting. While DVCA is proud of the strong record of parent/guardian participation in the decision-making process, it recognizes a need to diversify the population of parent/guardians who choose to participate. A focus area moving forward is to ensure that there is a wider range of participants and DVCA hopes to accomplish this by seeking a diverse group of Advisory Board members. DVCA would also like to achieve a larger and wider range of parent/guardians participating in the Family Engagement Survey and is undertaking additional steps to advertise and encourage this outcome.|Building partnerships for student outcomes is key for success. An important tool for building partnerships with parents/guardians for student outcomes is the use of Canvas, the school's online learning management system. DVCA teachers are trained in the use of Canvas and it is policy for teachers to provide access to agendas for each course at the start of each week and to provide updates in the student gradebook. Students receive Echo training at orientation each year. DVCA hosts two Parent/Guardian Canvas Nights to provide tutorials and guided support on the use of Canvas. Each parent/guardian receives a Parent-Observer account. Thus, both students and parents/guardians have ongoing, consistent access to tools to monitor performance and provide additional support at home. Staff emails are available to families through the website and listed within each course. Additionally, DVCA teachers are instructed on professional email communications and expected to make timely communication to parents/guardians when academic or social-emotional challenges arise. Finally, students not meeting standards receive quarterly progress reports and counseling staff reach out to parents/guardians to schedule meetings with a support team. There are two areas of notable progress in this area. DVCA has recently developed a restorative approach to community building, conflict resolution and discipline which can be accessed through the DVCA Restorative Practices Referral System. Through orientation activities and parent engagement nights, DVCA educates students and parents about this system which can be accessed in or out of school to assist when challenges arise. Additionally, DVCA Administration and support staff utilize two recently acquired communication tools to support positive student outcomes. Using an updated website and School Messenger communications system, DVCA is able to provide timely information on school events, activities, policies, and opportunities for students and families. As a dependent charter, DVCA holds a Memorandum of Understanding with DJUSD, which describes the many instances in which DVCA contracts for services through DJUSD, including Special Education and Student Support Services. DJUSD provides training in legal and policy requirements in these areas and provides oversight for employees. DVCA staff provides parents/guardians with notices of their rights and follows the processes for S.S.T., 504 and I.E.P meetings. All processes for complaints or conflict resolution are available on the DVCA and DJUSD websites and these processes and protocols are followed by DVCA. DVCA observes that Special Education and socioeconomically disadvantaged students demonstrate disparities in student outcomes and will focus on relationships with these students and families going forward. One of the hopes in this area is to increase the efficiencies in delivering services to these families through the Multi-Tiered System of Support that is in development.|"Building Relationships is a core principle of Da Vinci Charter Academy and directly aligned to the school's mission of being an innovative, inclusive and collaborative learning community. DVCA has developed a number of programs that support the creation of strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DVCA hosts several parent engagement nights at each site to invite parents directly into the school environment. These ""flagship project nights"" occur at all grade levels and allow parents to see the work of their students as they present products and projects that they have completed in their courses. DVCA staff are easily accessible with every teacher's email for every course available in the school's learning management system and on the school's website. It is expectation for DVCA teachers to respond to parent inquiries within 24 hours and meet after school hours with families that express this need. DVCA administration and staff maintain ongoing, open communication through the school website and through periodic School Messenger communications, all for the purpose of ensuring families are aware of school activities and have opportunity to participate. DVCA has a Parent Booster Organization which promotes a welcoming environment for families. Families can learn about the Booster Organization during annual registration and orientation activities. The Boosters maintain a website and provides periodic communication to families about school and Booster events, including their monthly, open meetings and social engagement opportunities. One of the most significant areas of progress comes from the work of the DVCA Counseling Department. For the past three years, DVCA counselors have held Grade 10 Parent meetings during the Fall. In these meetings, the counselors, students and parent/guardian(s) meet to discuss program planning for high school and post-secondary plans. These individualized face-to-face meetings offer a valuable opportunity for the counseling team to develop relationships and a supportive approach to supporting student and family goals. The Counseling Department has also developed a Post-Secondary Information Night for Juniors and a Senior Information Night. These avenues of engagement have been impactful in creating partnerships with families to work collaboratively towards achieving student goals and in fostering connections between families and school officials and, most importantly, in promoting access for families that might not otherwise have access to crucial post-secondary information. Building strong relationships with families is a task that is never complete; it is something that requires intent and persistence. DVCA observes a lower level of engagement with its unduplicated families and intends to focus on increasing in-person communication and face-to-face time with these students and families in the coming year."|5|5|4|5|3|4|4|5|5|3|4|4|2021-06-17||2021 57727020139436|Compass Charter School of Yolo|3|Compass has a Parent Advisory Council, Scholar Leadership Council, and Staff Advisory Committee to engage families in suggestions and decision-making. We also have a virtual suggestion box located on our website for easy access. In addition, we have shared our Monday Morning Updates (MMU) to review agenda of items and also recaps of the information shared to ensure that our parents and scholars are engaged. Our Council leaders also have opportunities to attend board meetings and engage in discussions around the reports to the Board, in addition to public comment opportunities for the community at large.|Compass provides robust professional learning opportunities for its staff whether attending conferences and including partnership with Anti-Defamation League, Association for Supervision and Curriculum Development (ACSD) symposium on building trauma-sensitive schools. Scholar learning and development in the home is another strength due to the virtual nature of our program. Compass realizes there is an opportunity in our sharing of legal rights in a practical way for parents to understand their opportunities through refining Learning Coach Academy and parent workshop series.|In general, Compass has a fairly, robust and virtual community within staff and stakeholder. We utilize various platforms in order to engage in communication and build relationships. We use a number of systems to ensure meaningful connections with families. We are exploring our staffing structure to best engage and connect with families. We focused on a global scale on national heritage months in the Spring, and looking to target individualized areas of cultures and languages through virtual scholar workshops.|3|3|3|3|4|5|5|1|5|5|5|5|2021-09-29||2021 58105870000000|Yuba County Office of Education|3|The SSC provides a forum and opportunity for all families to provide input on policies and programs. Additionally, during the ILP, parent input is encouraged to contribute to the policies and programs we offer. Our current strategy to seek input from any underrepresented group in the school community is to text, call, mail, and/or email families everyday to connect with them and their student. We also use these mediums to invite them to school functions like our SSC, open houses, ILP meetings, workshops, interventions and support. In our collaboration with PCOE in Differentiated Assistance, principals, staff, and district personnel are working together to plan, design, implement and evaluate engagement activities at our school and district to impact our SWP and sites. Furthermore, we provide opportunities for all stakeholders to participate in our SSC meetings where we work together to plan, design, implement and evaluate family engagement activities.|During the ILP process we build student and parent capacity by explaining our systems of support and encourage students and families to join our school site council and advisory groups. As part of the SWP and SPSA, the site administrator provided SSC members training in roles and responsibilities, expectations, and school site council procedures. Staff are involved in continuous improvement science in team meetings, as Advisory Council Members, and we report their process and findings to the SSC. The SSC meets monthly to review the SWP, identify equity gaps at our sites, revise plans, review implementation data, and then reassess our plan. Through our ILP and enrollment process our team builds positive relationships with our students and families.|TEM and Carden have a combined School Site Council that implements their School Wide and School Plan for Student Achievement. Staff contact parents weekly to provide updates on student engagement. Individual Learning Plans are scheduled with parent and student conferences at the beginning of both semesters and during the semester to review goals and outcomes to increase engagement. TEM had over 85% of students and/or families participate in Individual Learning Plan meetings that engages staff with students and parents to seek their input and help decide the best interventions, services, and supports the student needs to succeed. An area of improvement is to reach the 15% of students and families that TEM did not engage in the ILP process with, as well as collect more data on Carden’s ILP engagement levels. Through the SSC, our team will use continuous improvement science to improve the engagement of underrepresented families. Our SSC council recognized that not all families are engaged, so we are now promoting the value of an education to the community to our stakeholders to encourage underrepresented families and students to reengaged. Specifically, we are promoting the value of education through college and career readiness workshops, drivers education workshops and training, and conducting open housing to invite local community service and support providers to our site to meet with families and students. Moving forward, our team will create new local surveys to assess more accurately how we can engage underrepresented families.|5|5|4|4|4|3|3|2|4|4|3|4|2021-10-13||2021 58105870117242|Yuba Environmental Science Charter Academy|3|We hold roadmap meetings with parents and the community twice annually. We invite parents to COD meetings monthly. We are improving engagement with underrepresented families by encouraging parent volunteers.|Strengths are that we hold parent-teacher conferences twice a year and communicate with parent square. We are improving engagement by adding a parent portal to Powerschool.|We have used Parent Square to have two way communication with parents for the past 4 years. We have in-person parent teacher conferences twice a year. We invite parents to COD meetings monthly. We are improving the engagement of underrepresented families by providing them with Chromebooks and hot spots in order to stay connected to the school electronically.|1|4|4|4|4|4|4|4|4|3|3|3|2021-10-28||2021 58105875830112|Yuba County Career Preparatory Charter|3|Parents are invited to attend their student's academic meeting which facilitates productive conversations with the teacher. This information is also available through the Aeries Parent Portal which allows parents/guardians to review attendance, academics, test scores, and behavioral incidents in a real-time application. Parents/guardians can monitor and support students in a real-time, by reviewing students’ assignment sheets, logging into their Google Classroom, and email or phone calls directly to their student independent study teacher which makes the process more meaningful and fruitful to the overall goal of achievement. In the summer of 2020, we continued staff articulation which focused on competency in operating and maintaining the student/parent communication, assignment sheets, and supports and interventions available to students. Our academic advisor monitors student progress in order to locate areas of support and student success and use this as a basis for parental contact and personal student meetings. Training programs are offered to students and parents several times throughout the year covering improving parenting skills, cessation classes, co-dependency class, and positive discipline all at little to no cost. For students struggling academically, we have Paraprofessionals and RSP teachers available on-site daily for one-on-one assistance. When needed, we provide accommodations such as interpreters or translators to ensure accurate communication and understanding of the student's individual learning plan. Along with these procedures, CTE and IS teachers are making regular contact with parents regarding student progress and expectations. Students whose families or support staff make a request, receive a weekly progress report, which is emailed to the student email account and family account - this is done by the attendance and scheduling clerk, who maintains relationships with the families we serve by including all relevant student information in the correspondence. Finally, parental involvement is welcomed and seen in our advisory board meetings.|In the 2020/2021 school year we implemented our new Aeries Parent Portal, which allows parents to access information regarding their student’s attendance, academics, test scores, and behavioral incidents in a real-time application. With the change to Aeries, our student information system we started to use their parent communication tool called ParentSquare. This system allows for us to have two-way communication with parents/guardians to deliver important safety messages, calendar information, community events and general school activities to our families in both English and Spanish. YCCPCS also has an active social media page that parents can get information from as well as our updated website. Parents are invited to attend their student's academic meetings which facilitates productive conversations between the teacher and parents/guardians. Our academic advisor holds meetings with parents to review course completion and transition plans post high school. The academic advisor is also holding FAFSA and Dual Enrollment parent/student informational meetings on our site to provide these opportunities to our students and information for their parents. For students who are struggling academically we have paraprofessional support as well as two RSP teachers available on-site for daily one-on-one assistance. Both our Career Technical Education (CTE) teachers and IS teachers are making regular contact with parents regarding student progress and expectations. Parent involvement is welcome and seen in our YCCPCS Advisory Board, this Board consists of two parents, two students, two teachers, and one community business member. Parents also participated in our WASC self-study process during the 2020-2021 school year. Historically, our CTE Auto program holds an annual community auto show which encourages family participation, CTE awareness and community engagement. Due to COVID pandemic this event was cancelled. It is slated for the 2021-2022 school year. During the 2020-21 enrollment parents/guardians were given a survey listing all the opportunities parents can be involved at YCCPCS. Many parents marked ways they were interested in participating, there were more parents who opted out due to work or other personal commitments. This is the second year this form has been provided to our parents at enrollment. Ways we are working on improving engagement with our families is recruiting for our YCCPCS Advisory Board, with goals of having four parents on the board. Also, as a staff we are currently collaborating on ideas to increase parent involvement on our site. Some ideas are an art show, family night, or carnival type activity.|All Parents and family members are encouraged to take an active part in their child’s education upon enrollment in YCCPCS. The governing body of the school is an Advisory Committee comprised of an administrator, parents, community business members, students, and teachers. The committee makes recommendations to the Yuba County Superintendent of Schools. When necessary, the Yuba County Office of Education-elected School Board confirm or deny advisory council choices. Parents commit to helping their children be successful students and future community members. Parents are encouraged to be involved with their child’s education and to help tailor the program to meet individual needs. This year, parents were invited to their student virtual meetings and volunteer opportunities (Advisory Committee and WASC Committees, due to COVID-19 pandemic volunteer opportunities were limited). Parents are asked and encouraged to contact their child's teacher and support staff weekly to learn about what is happening at school, how their child is doing, and ways in which to support the student at home. Teachers frequently call, email, text and meet with parents to discuss student progress and tips on how to assist their student. IS students receive weekly feedback and receive quarterly progress reports, in addition to access to student grades, progress, and upcoming assignments through both their Google Classroom and through ParentSquare. YCCPCS is also actively engaged with our families through social media.|4|4|4|5|4|4|4|4|4|4|4|4|2021-09-06||2021 58727286115935|CORE Charter|3|Working committees function as part of CORE's daily operations. We demonstrate the value of stakeholder input by inviting and forming committees for ongoing decision making. Through these and our Parent Club, Student Clubs, individual parent meetings, individual student meetings, counsel advisory group, Google surveys, annual surveys and more, families are welcome and encouraged to join and share their input. For example, decisions surrounding the adherence to COVID guidelines while mitigating campus in-person traffic have been implemented as a result of family input. Though welcomed and encouraged, some families decline to participate in the decision-making process often because they take seriously their role as parent educator and household manager, leaving them little time to join other efforts. We applaud their priorities. Our goal is to reach but not press every family, including underrepresented families.|"Professional learning opportunities to support teachers and administrators are offered throughout and even before the school year begins for planning purposes. Often a teacher will discover an opportunity for learning and request to participate. The school might extend the opportunity to others who will benefit as well. It is at these times, when collaborating with professionals from the field, that teachers learn new and proven partnering approaches. All students and their families are provided with information and resources they need to support student learning at home. However, because of the depth of the ""resource well"" at CORE, some might be forgotten or otherwise left untried. It is incumbent on the teacher to revisit these supports or review information regularly. CORE will continue to stress and review such important information as explaining college and career pathways to the career technical education fields and/or college/university. A first-time outline should be consider exposure, but pathway explanations should require further personalized conversations with individual student goals in mind. In this way we can assure understanding for underrepresented families as well."|"Building and maintaining partnerships is CORE's primary strength. Due the nature of independent study, a student's success largely depends on the working collaboration between families and staff. The use of many modes of communication comprise a considerable portion of everyday for teachers as they reach out, share information or observations, offer suggestions, track student progress, provide tutoring and more with families. Specific information can be sent to particular student groups and parents through a schoolwide email or phone system. A designated employee updates and maintains the school's social media platforms, newsletters, and website so that all information aligns. Staff members, fluent in languages other than English, offer to communicate on the school's behalf when necessary. In this way no family is without understanding. Underrepresented families receive the same personal contact as all families. Determined efforts are extended to solicit timely and regular responses from our partners. Often beyond our control, CORE nevertheless continually seeks ""back and forth"" communication."|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-24||2021 58727360000000|Marysville Joint Unified|3|New district level administration has made more diverse stakeholder input a top priority. In order to best serve all students and families, we must further create relationships that involve all stakeholders in the guiding and planning of our district and schools.|MJUSD offered multiple forms of Stakeholder meetings to engage stakeholders in the LCAP and school development process. MJUSD, under new leadership this year, strives to involve more stakeholders in the process of supporting all students. Through increased parent nights, community partnerships and survey opportunities, MJUSD looks to involve all stakeholders.|While the district has made standard efforts to hold stakeholder meetings and get input, there are multiple areas that can be improved. First, holding smaller, site based stakeholder meetings at multiple times. Holding meetings proximal to low income families increases the ability to attend and contribute. Also by holding meetings at multiple times, families that work multiple jobs or during the standard meeting evening hours can be further involved in the stakeholder process.|3|3|3|3|3|3|3|2|3|3|3|3|2021-06-22||2021 58727365830138|Marysville Charter Academy for the Arts|3|MCAA was rated a 4 for all of the above areas in Seeking Input for Decision Making. Although we are strong in all areas, we will strive to improve. All stakeholders are invited to our site council meetings, PTSA meetings, Title 1 meetings, and many other informational and leadership events. We strive to reach more families by utilizing the AERIES Communication program, which is able to communicate with families in their preferred method and language.|Building Partnerships for Student Outcomes was rated very well in all the above areas. The school was rated highest (5) for meeting with families and students to discuss student progress and ways to work together to support student progress. Our plan is to maintain our small school, inclusive, friendly culture. We will also strive to improve communication with families by beginning to use the ParentSquare Communication program, which is able to communicate in the stakeholder's preferred method and language.|MCAA was rated at least 4 out of 5 for all of the above areas. Parents are provided with information about how to support student learning and development in the home at Back-to-School Night, a Title 1 meeting, meetings with the school counselor, site council and PTSA meetings, the school newspaper, and the school web site. We will also strive to improve communication with families by using the ParentSquare Communication program, which is able to communicate with families in their preferred method and language.|4|5|4|4|4|4|5|4|4|4|4|4|2021-06-22||2021 58727440000000|Plumas Lake Elementary|3|PLESD continues to develop methods of encouraging parents to be part of the decision making process. We have begun to develop more productive advisory groups outside of the Parent Teacher Organizations. Our PTO’s are very involved and active. PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.|PLESD has made it a focus to develop resources for parents to support their students' learning and development in the home. The attendance at our parent information nights has increased over the past two years. The counselors have begun a quarterly newsletter focused on supporting students socially and emotionally. Parent conferences have been scheduled so that the conferences are not centered on report cards but on developing learning goals for students. PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.|This is a real strength for PLESD. The parent survey that is done every year to gather a broad perspective on the goals of the LCAP and the climate of the community shows that parents feel connected to the schools and staff in the District. PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.|4|5|4|4|4|4|5|5|3|3|4|3|2021-10-14||2021 58727510000000|Wheatland|3|Seeking input is always a ongoing goal for our District. We would like to continue to improve in this area and not just have people involved when they do not like something but be involved to help with critical decisions needed to move students forward|Another strength is building partnerships. We will not lie that the mandates that have been placed upon us has torn away at some of the relationships and partnerships. We are hoping to rebuild those once we are no longer the ones having to implement significant COVID 19 mandates.|Our sites and the District value parent input and seek it through surveys and meetings. A key strength in our district is the ability to build and maintain positive relationships with students, staff and the community. Have Zoom meetings available has helped to gather information from people that would not normally interact. However an area to improve is our policies related to zoom meetings and individuals not being appropriate and not indicating who they are and who they represent.|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-09||2021 58727690000000|Wheatland Union High|3|The Parent and family engagement policy was developed by the Board of Trustees with the input of parent representatives. It is disseminated to ALL families via direct contact (email, etc) and published on the website each year. Parents and guardians are informed about State standards, State and local assessments, ways to monitor their child’s progress and ways to work with their children to improve achievement in the following ways: written information that accompanies annual State testing results sent to each child who was assessed, written information with three-times-yearly progress reports, periodic weekly newsletter information, and Student Success Team (SST) meetings with families as needed. Parents have access to and are trained to use portals to access student attendance, grades, behavior, and achievement data. We offer in-person help with new families to access this communication platform, and paper versions of communication if they are unable to access this information by e-mail, text or app. The district’s approach has always been to support inclusive activities. No students are excluded from activities based on their ability to pay. Parents are informed and given information on how to access this support in ways that maintain confidentiality and dignity.|WUHSD employs multiple strategies in order to implement effective parent and family engagement as described under Section 1116. The District's goal is to ensure that all family engagement focuses on students, families and their needs. One of our most effective strategies is our District's Communication Plan (approved during the 2018/19 school year) that utilizes multiple modes to communicate between families and schools. To facilitate communication from schools to families, information is provided through online postings on the website and through social media to not only parents, but the community as well. Families receive text messages if they opt in, and phone calls providing them with critical school information (Aeries Communicator). In addition, parents have access to an online Parent Portal through which they can learn and keep current with their students’ daily attendance, grades, test scores, Individualized Education Plan, English Learner status, graduation requirements, discipline records, transportation schedule, health records and contact information (Aeries SIS). Each school site and district supports have their own web page and Facebook page. Facebook pages receive daily posts. All parents are given teacher email addresses (they are also posted on websites) and encouraged to email teachers or district support staff at any time. District practices state that teachers/administrators will make every effort to return parent phone calls and/or emails within 24 hours of receiving a message. Parents can also use traditional means of communicating with school and district staff by calling, visiting and/or writing a memo/letter.|WUHSD seeks feedback from parents and students via school climate surveys – both locally created, and the CA Healthy Kids Survey (a modified version of which is periodically offered to parents). The data is reviewed by the Site Council, teachers, administration, and Board and is incorporated into improvement planning efforts. The Superintendent holds Parent, Community, Staff, and Student Advisory Meetings that provide stakeholders with information regarding district events and training on various student issues. Stakeholders are also encouraged to be a part of the decision-making process regarding critical issues (LCAP, District Budget, School Safety, etc). Stakeholders are encouraged to have an open, honest dialogue with staff at all of these meetings. Appointments to confer with teachers and other staff will be made directly with each school through email, phone calls or in person. Special accommodations will be made for communicating/collaborating with families that have accessibility needs, translation needs, and with the needs of disabled and homeless families. Parents will be invited to complete an annual LCAP Survey for schools to be better informed about their strengths and areas for growth, the needs of their families, and the effectiveness of their family engagement programs. The results of this survey are published annually for all stakeholders to review.|5|5|4|5|4|4|3|4|4|4|4|4|2021-10-14||2021 |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| |||||||||||||||||||| ||||||||||||||||||||